2015 - 2016 STATE ASSESSMENT OPTIONS FOR STUDENTS WITH DISABILITIES Virginia Department of Education August 2015

2015 - 2016 STATE ASSESSMENT OPTIONS

FOR STUDENTS WITH DISABILITIES

Virginia Department of Education

August 2015

This presentation will provide a framework for IEP and 504 teams to determine the most

appropriate assessment option for students with disabilities.

information on selecting and using permitted SOL test accommodations and requesting special assessment accommodations.

information on alternate/alternative assessments for students with disabilities.

resources and information for administrators and others responsible for providing leadership and/or support to teachers providing accommodations and/or implementing alternate/alternative assessments.

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Students with Disabilities in VA

2014 December I Child Count data indicated that there are approximately 162,000 students with disabilities in Virginia public schools and state-operated programs. This figure represents approximately 12.7% of our school aged population.

The majority of students with disabilities will be instructed in the general curriculum and will participate in the state assessments based on the general curriculum.

Only a small number of students with significant cognitive disabilities will be instructed on an adapted curriculum and will participate in the state alternate assessment based on alternate achievement standards.

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2015 - 2016 State Assessment Options for Students with Disabilities

Standards of Learning Tests (SOL) without accommodations

SOL Tests with accommodations

Virginia Substitute Evaluation Program (VSEP)

Virginia Modified Achievement Standards Test (VMAST)

Virginia Alternate Assessment Program (VAAP)

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Assessment Types Recognized by USDOE

Virginia Assessments

Uses Grade Level State

Content Standards

Performance Judged

onGrade-Level

Expectations

General Assessment SOL Tests YES YES

Alternate Assessments based on Grade Level Achievement Standards (AA-GLAS)


Special Permission VSEP

YES

YES

YES

YES

Alternate Assessments based on Modified Achievement Standards (AA-MAS)

Virginia Modified Achievement Standards Tests (VMAST)

YES NO

Alternate Assessments based on Alternate Achievement Standards (AA-AAS)


NO NO

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Assessment Format

Content Areas

SOL Tests On-line and Paper Reading, Writing, Mathematics, Science and History/Social Science



Evidence-Based

Evidence-Based

Reading, Writing, Mathematics, Science and History/Social Science

Reading, Writing, Mathematics, Science and History/Social Science


On-line Only Mathematics and Reading (only available for students pursing a Standard Diploma with credit accommodations or Modified Standard Diploma)


Evidence-Based Reading, Writing, Mathematics, Science and History/Social Science

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Assessment Participants

SOL Tests Student is instructed in grade level content. Disability does not prevent the demonstration of knowledge through multiple-choice and technology enhanced formats with or without accommodations.



Student is instructed in grade level content. Disability prevents the demonstration of knowledge through multiple-choice and technology enhanced formats even with accommodations. Student requires an evidence-based assessment to access state assessments.

Student has a new disability, a rapid deterioration of sensory functions or a unique disability that prevents the student from accessing the SOL assessments even with allowed testing accommodations.


Student is instructed in grade level content, but routinely requires significant supports in instruction. Disability does not prevent the demonstration of knowledge through multiple choice and technology enhanced formats, but significant supports are needed for access.


Student is not instructed in grade level content. Disability requires content that is reduced in depth and complexity.

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What about the Virginia Grade Level Alternative (VGLA)?

Beginning in 2015 – 2016,the VGLA will not be available to students with disabilities.

VGLA Reading will only be available to eligible students with limited English proficiency.

For additional information about VGLA reading, please see the 2015 - 2016 VGLA Implementation Manual available at: http://doe.virginia.gov/testing/alternative_assessments/vgla_va_grade_level_alt/index.shtml

or contact: Robert Fugate by e-mail at [email protected] or by telephone at (804) 225-2102.

http://doe.virginia.gov/testing/alternative_assessments/vgla_va_grade_level_alt/index.shtml




mailto:[email protected]

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State Assessment RequirementsThe IEP or 504 Plan must include...

SOL

Assessments

• a determination regarding participation in the content area SOL assessment.

• a statement of appropriate accommodations.

Alternate

Assessments

• If participation in the content area SOL assessment is not selected...

• a statement of why the student cannot participate in the content area SOL assessment;

• a determination regarding the selection of an alternate/alternative assessment;

• a statement of why the alternate/alternative assessment is appropriate, including meeting the participation criteria.

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TEST ACCOMMODATIONS FORSTANDARDS OF LEARNING ASSESSMENTS

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Test Accommodations are approved changes in the administration of an assessment

resulting in an adjustment to how the test is presented or how the student responds to test items.

must be based upon individual student need, and not upon the category of disability, level of instruction, or program setting.

must be justified and documented in the student’s IEP or 504 Plan.

should be aligned with and part of daily instruction.

should not be introduced for the first time during the administration of a state assessment.

Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p.3

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Test Accommodations

Do provide equal access to the assessment for students with disabilities, and

reduce or even eliminate the effects of a student’s disability without reducing learning expectations or providing an unfair advantage.

Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p. 3

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Test Accommodations

Do not change the content assessed; alter, explain, simplify, paraphrase, or eliminate any test item, reading passage, writing prompt, or answer option;

provide verbal or other prompts or suggestions that clue, hint at, or give away the correct response to the student;

alter the meaning of the resulting scores.


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Test Accommodations – Important Note

Any test accommodations which may enhance student performance beyond providing equal access are considered inappropriate and therefore are not permitted.

Some accommodations that are appropriate for instructional use are inappropriate for state assessments, and their use is not permitted.


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Select Accommodations for State Assessments

Each test accommodation should be considered and discussed separately for each content area assessment.

Only accommodations needed by the student to access the assessment should be selected.

Use Students with Disabilities: Guidelines for Special Test Accommodations to determine which accommodations are permitted for specific Writing and Non-Writing tests.Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p. 4 - 5

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Caution An accommodation which is not listed in

Appendix C or D of the Test Implementation Manual (TIM) may only be used with prior approval from VDOE through the Special Assessment Accommodation Request process.

The use of an accommodation which is not approved is considered a test irregularity which may result in invalidation of the student’s score and may require re-testing.


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Prior to the Assessment…

Students must be provided with ample practice so they are familiar and comfortable with the accommodation(s) during the administration of the state assessment.

School Test Coordinators, Text Examiners and Proctors must plan for the logistics of providing the accommodation(s) during the test session using the conditions and procedures provided in the Test Implementation Manual (TIM).

Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p. 5 - 6

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Allowed AccommodationsTest accommodations are organized into four groups:

Time/scheduling – adjustments to the test schedule

Setting – adjustments to the physical environment Presentation – changes in the format of the test or how test items are presented to the student

Response – adjustments to how the student answers or completes test items

Note: Procedures and conditions for accommodations are described in Appendix C of the TIM. Careful adherence to these terms is required to ensure student access to the assessment as well as test validity and security.

2015 – 2016 Test Implementation Manuals, Appendix C

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Timing/Scheduling Accommodations

Adjustments made to the scheduling of a test that may benefit students with disabilities that impact attention, concentration, and stamina

Examples testing during the best time

of day for the student providing planned breaks

during testing testing over two or more

days (multiple test sessions)

changing the order of test administration


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Setting Accommodations

Adjustments to the place in which the testing normally occurs. Typically benefits students with disabilities who need minimal distractions or who have disabilities that require the delivery of instruction in non-school environments.

Examplesadaptive or special furniture

test administered in locations with minimal distractions

test administered in a hospital or the student’s home


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Presentation Accommodations

Adjustments to the presentation of test material and/or test directions. Typically used for students with sensory or processing disabilities.

Examples visual aids (magnification

devices, overlays, tinted screens, templates, masks, and graphic organizers).

large-print or braille test Plain English version of a

Mathematics test reading of test items aloud audio version of test items interpreting/transliterating

directions and/or test items


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Response Accommodations

Adjustments to the manner in which students respond to or answer test items. May support students with physical or sensory disabilities

Examples student marks test booklet,

responds verbally, points, uses augmentative device with auditory output, or indicates an answer and Examiner/Proctor marks answer document or clicks answer online

word processor dictation to a scribe word prediction software calculator or arithmetic tables math aids


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New Allowed Accommodations added for 2015 - 2016

Several accommodations have been added to the allowed accommodations section of the Test Implementation Manual (TIM) and are described in the document Students with Disabilities: Guidelines for Special Test Accommodations.

These accommodations were previously approved for individual students through the special assessment accommodation request process.

The IEP/504 Team must consult the TIM for information and required conditions when selecting these accommodations.

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New Allowed Accommodations Written Directions with Oral Directions - must be

identical to the bold “say” directions in the Examiner’s Manual.

Specific Verbal Prompts - only the following specific verbal prompts may be used to help a student with disabilities remain focused on completing the SOL assessment: “Keep working.” “Keep going.” “Stay focused.” “Focus.” “Please continue with your test.”

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New Allowed Accommodations Dictate to a Scribe

In addition to dictating a response to the short paper component of the Writing assessment, the student may direct the scribe to make calculations and/or write notes on scratch paper to prepare to answer items for the Writing and/or Non-Writing assessments.

Dry Erase Board and Markers

Additional Highlighters, Colored Pens, and/or Pencils

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Documentation of Accommodations

This includes: accommodations published in the Test

Implementation Manuals, and accommodations approved by VDOE through

the special assessment accommodation request process.

All accommodations which will be provided for a student with a disability must be documented in the student’s IEP or 504 Plan.

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Special Assessment Accommodation Requests

Special assessment accommodation requests allow VDOE to review and approve accommodations for students with disabilities beyond published accommodations.

Examples Use of a timer for a

student with OHI needing support to progress through the test.

Use of software to project a calculator that is accessible for a student with visual impairments.


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Special Assessment Accommodation Request Process

Complete the Special Assessment Accommodation Request form available on the VDOE Web site at:www.doe.virginia.gov/testing/participation/index.shtml

The Special Assessment Accommodation Request form must be completed by the DDOT or designee. If completed by a designee, the DDOT must review and approve the content before submission.


http://www.doe.virginia.gov/testing/participation/index.shtml

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A clear and concise justification statement is required in the third section of the form and must include:

the student’s disability; a description of instructional accommodations provided

to the student and all test accommodations which will be provided for the assessment(s);

a complete description of the requested accommodation(s) with product name, version, operating system and web address or other source for information; and

an explanation of why the student needs the accommodation(s) to access the specific assessment.


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Submit the completed form as a Word document to Chancie Dunkley and Lesin Dippold following the directions on the form using the SSWS Dropbox located at: https://p1pe.doe.virginia.gov/ssws/

Do not submit the Special Assessment Accommodation Request form via email, fax or in pdf format. Additional material may be submitted in other formats through the Dropbox.

An e-mail will be sent to the DDOT confirming receipt.

If you do not receive a confirmation e-mail within two business days, please contact us at:

[email protected]

or (804) 225-2102Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p. 19

https://p1pe.doe.virginia.gov/ssws/


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Test Administration Request Form Deadline*Fall 2015 Writing October 5, 2015

Fall 2015 Non-Writing October 19, 2015

Spring 2016 Writing February 1, 2016

Spring 2016 Non-Writing February 22, 2016

Summer 2016 Writing & Non-Writing

April 25, 2016

*Extenuating circumstances must be documented in writing for any

submissions past the above deadlines.Special Assessment Accommodation Request Form, p. 1

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Following these deadlines allows sufficient time for: VDOE staff to research and examine the accessibility

and security issues surrounding the accommodation, discussion between VDOE, DDOT and other division

staff regarding necessary modifications to the requested accommodation, and

the student to familiarize themself with any adjustments to the accommodation prior to testing.

It is imperative that special assessment accommodation requests be submitted by the

published deadlines.


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The VDOE review of the request will be based upon the need to:

provide the student with a disability equal access to the assessment, and

maintain standardized procedures and test security.

Response of “approved”, “approved with conditions” or “not approved” will be returned to the DDOT via the SSWS Dropbox.


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An “approved” or “approved with conditions” response for an accommodation will remain in effect for subsequent SOL administrations for that same student only, if:

the subsequent SOL assessment is in the same content area(s) as the original approval;

the student’s continuing need for the same accommodation is documented in the IEP or 504 plan; and

the conditions specified in the original response will be met.


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Available to all Students

The following testing conditions are no longer considered accommodations. These adjustments to testing conditions are now available to all students: Group size – individual or small group Environmental modification – amount or type of

lighting, noise buffers and/or study carrel Large diameter pencil/pencil grip – #2 pencil must be

used for paper answer documents Assistance with directions – simplify “say” directions

from Examiner’s Manuals and their Supplements Student reading his/her own test out loud – requires

individual test sessionStudents with Disabilities: Guidelines for Special Test Accommodations, August 2015, p. 6

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Test Accommodation Resources Students with Disabilities: Guidelines for Special Test

Accommodations Special Assessment Accommodation Request Form Explanation of Testing Accommodations for Students with

Disabilities - Math Aids – Accommodation Code 19 Explanation of Testing Accommodations for Students with

Disabilities – Assistive Technology Accommodations

http://doe.virginia.gov/testing/participation/index.shtml

For specific conditions and procedures for standard accommodations, please see the 2015 - 2016 Test Implementation Manuals at:

http://doe.virginia.gov/testing/test_administration/index.shtml




http://doe.virginia.gov/testing/test_administration/index.shtml

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VIRGINIA SUBSTITUTE EVALUATION PROGRAM

(VSEP)

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VSEP 2015 - 2016 The Virginia Substitute Evaluation Program (VSEP)

is an alternative method of assessing students who by the nature of their disabilities are unable to participate in the Standards of Learning (SOL) assessments even with testing accommodations.

Students participating in the VSEP are required to provide evidence of achievement through a Course Work Compilation (CWC) based on the same standards as students taking the SOL tests.

2015 - 2016 VSEP Implementation Manual p. 1

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VSEP 2015 - 2016 Available for SOL end-of-course test and provides

eligible students with disabilities with the opportunity to earn the requisite verified credits for an Advanced Studies Diploma and Standard Diploma with or without credit accommodations.

Available to eligible students with disabilities in grades 9 - 12 and students with disabilities 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 reading, writing, mathematics, science and history/social science.


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List of the Content Areas and Corresponding Standards Available for VSEP Course Work Compilations (CWC) Submissions for the 2015 - 2016 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 2015 - 2016 VSEP Implementation Manual, p. 6 - 7.

*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.

**Student submitting a CWC demonstrating the literacy requirement for a Modified Standard Diploma must use the Grade 8 Reading 2002 SOL.


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VSEP Grade 8 or 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 Grade 8 or 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.

2015 – 2016 VSEP Implementation Manual p. 8 - 9

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What’s New for 2015 - 2016VDOE has expanded the Special Permission VSEP to include the following content areas for eligible students with disabilities

Grade 5 and Grade 8 Science Grade 8 Writing Content Specific History/Social Science:

• Virginia Studies• Civics and Economics

VSEP Intent to Participate Form Updated Section I, Student Information Section IV, Justification Statement Section VII, Intent to Participate Approval/Denial Form

2015 - 2016 VSEP Implementation Manual p. viii

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VSEP Participation The identification of students to participate in the VSEP

is the responsibility of the IEP Team/504 Committee.

All IEP Teams/504 Committees are required to use the criteria for participation described in the Students with Disabilities: Guidance for Assessment Participation, available on the Virginia Department of Education’s Web site at:






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Determining Participation in VSEP

Participation in VSEP should only be considered after SOL participation has been discussed and all possible accommodations have been fully examined.

Determining participation in VSEP happens in two phases: Completion and submission of the Intent to Participate

form by the IEP Team or 504 Committee to VDOE, and Completion and submission of the Evaluation

Plan/Worksheet by the student’s teacher(s) for local review and approval.

Students with Disabilities: Guidelines for Assessment Participation p. 8

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VDOE will grant special permission for a small number of eligible students with disabilities in grades 3 - 8 who are unable to access the SOL test.

Typically, students eligible to submit CWCs have experienced a new disability, rapid deterioration of sensory functions, or a unique disability that prevents the student from accessing the SOL assessments even with allowed testing accommodations.


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Content Areas for Special Permission VSEPStudents in Grades 6-8 Special Permission Request for Fall VSEP CWC Submissions(First Semester Block Schedule)

Grade 6 Reading (2010)



Grade 6 Mathematics (2009)



Grade 8 Science (2010)

Grade 8 Writing (2010)

Content Specific History: Civics & Economics (2008)

Students in Grades 3-8 Special Permission Request for Spring VSEP CWC Submissions (Yearlong and Second Semester Block Schedule)

Grade 3 Reading (2010) Grade 5 Science (2010)

Grade 4 Reading (2010) Grade 8 Science (2010)

Grade 5 Reading (2010) Grade 8 Writing (2010)

Grade 6 Reading (2010) Content Specific History:Virginia Studies (2008)

Grade 7 Reading (2010) Content Specific History:Civics & Economics (2008)









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Procedures for completing the special permission request form are provided in the 2015 - 2016 VSEP Implementation Manual, Appendix L. The electronic special permission request form is available on the VDOE Web Site at:

http://www.doe.virginia.gov/testing/alternative_assessments/vsep_va_substitute_eval_prog/index.shtml

2015 - 2016 VSEP Implementation Manual p. 9 -10




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VSEP Intent to Participate Form

The electronic 2015 - 2016 VSEP Intent To Participate form is available on the VDOE Web Site at:


The 2015 - 2016 VSEP Intent to Participate form has been revised to include additional information in the following sections:

Section I- Student Information Section IV- Justification Statement Section VII- Intent to Participate Approval/Denial

2015 - 2016 VSEP Implementation Manual p. viii, 4 - 6





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VSEP Intent to Participate FormSection I: Student Information must clearly indicate the administration in which the CWC will be scored

and the correct standards the CWC will be scored against

Section III: Qualifying Statements must select “Yes” in support of the justification statement

Section V: Participants must include names of all IEP Team/504 Committee members

responsible for determining participation

Section VI: Division Director Testing and Director of Special Education Review Verification and Registration must document the review of the intent to participate form for

completeness and accuracy by the Division Director of Testing and Special Education Director.

2015 – 2016 VSEP Implementation Manual, Appendix B. p. 28 - 31

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VSEP Intent to Participate FormSection IV- Justification Statement

The purpose of the justification statement is for IEP Teams/504 Committees to provide a rationale as to how the impact of the student’s disability prevents access to the SOL assessment in the content area of the VSEP request even with accommodations.

• Brief overview of the student’s disability

• Impact of the disability on the student’s academic performance in the content area of the VSEP request

• Accommodation previously used with SOL assessments in the content area of the VSEP request and impact on access and student’s performance

2015 – 2016 VSEP Implementation Manual, Appendix B, p. 28 - 31

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VSEP Intent to Participate FormSection VII - Intent to Participate Approval/Denial

Each section of the form will be reviewed by Virginia Department of Education staff to determine if the information indicates that the student meets all of the participation criteria for VSEP and that the school division has provided a reasonable rationale for participation based on the student’s disability and its impact.

Results of the review will indicated as “Approved”, “Approved with Conditions”, “Denied Pending”, or “Denied”.

2015 – 2016 VSEP Implementation Manual, Appendix B, p. 28 - 31

Important Dates for Submission of VSEP Intent to Participate Forms

October 2, 2015Divisions are encouraged to submit as early as possible.

Late submissions will be reviewed only if there are

extenuating circumstances.

• Students enrolled in Year long Courses• Students enrolled in 1st

Semester Block Classes• Fall Term Graduates • Resubmissions considered for fall semester

February 5, 2016Divisions are encouraged to submit as early as possible.

Late submissions will be reviewed only if there are

extenuating circumstances.

• Students enrolled in 2nd Semester Block Classes• Spring Term Graduates• Resubmissions (Except for fall 2015 resubmissions)

February 19, 2016 • Resubmissions for fall 2015

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VSEP Evaluation Plan/Worksheet Review and Submission

The Evaluation Plan/Worksheet explains how the student will demonstrate individual achievement of each SOL addressed in the test blueprint.

The Evaluation Plan/Worksheet review should examine proposed products and methods to determine that:

All parts of the SOL have been addressed No multiple choice evidence is proposed No VSEP scoring rules will likely be violated

2015 - 2016 VSEP Implementation Manual p. 8 - 9

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VSEP Evaluation Plan/WorksheetReview and Submission

The DDOT is responsible for convening a panel of reviewers.

The review panel must document their review of the student’s VSEP Evaluation Plan/Worksheet using the VSEP Evaluation Plan/Worksheet Local Review form or another locally developed form.

The Evaluation Plan/Worksheet form must have a status of “Approved”, “Approved with Conditions”, or “Denied”.

The VSEP Evaluation Plan/Worksheet should not be submitted to VDOE.

Copies must be maintained at the school and in the office of the DDOT.


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VSEP Resubmission A resubmission allows a student

who passed the course for which a verified credit is offered, but has a failed CWC, to resubmit.

If the student did not pass the course, he/she is not eligible to resubmit the failed CWC. The student must be re-enrolled in the course and a new VSEP Intent to Participate form must be submitted.

Students seeking a Modified Standard Diploma may resubmit a CWC.

Students can resubmit a CWC with additional evidence for standards that were previously scored as failing (scores of 2, 1, or 0) or SOL assigned a condition code.

The resubmission must include: original evidence that received

a score of 3 or 4; new evidence for all SOL listed

as failing in the table in Section III of the 2015 - 2016 VSEP Resubmission form; and

the Student Performance Report.


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VSEP Request to Rescore

Requests to rescore a student’s CWC may be requested if the student received a failing score and there is evidence that the CWC should have received a higher score.

Request to rescore should be considered only if there is substantial evidence 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.

VSEP FALL 2015August 24- November 24, 2015

Register students for fall VSEP CWC submissions (via Student Data Upload or manually)

December 14, 2015 Shipping materials for CWC arrive in divisions

January 4, 2016 CWC shipped to PearsonNOTE: DO NOT SHIP FALL VSEP CWC BEFORE JANUARY 4, 2016

January 29, 2016 Preliminary score reports available in PearsonAccess

January 29, 2016 CWC returned to divisions

February 26, 2016 Deadline to ship fall 2015 VSEP CWC for Rescore to Pearson

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Important Dates for VSEP 2015 - 2016

2015 - 2016 VSEP Implementation Manual p. iii

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Important Dates for VSEP 2015 - 2016

VSEP SPRING 2016

January 4 – April 8, 2016Register students for spring VSEP CWC submissions (via Student Data Upload or manually)

April 29, 2016 Shipping materials for CWC arrive in divisions

May 13, 2016 Deadline to ship spring CWC to Pearson

May 20, 2016 Preliminary score reports available in PearsonAccess

June 3, 2016 CWC returned to divisions

June 29, 2016 Deadline to ship spring 2016 VSEP CWC for Rescore to Pearson

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2015 - 2016 VSEP Implementation Manual p. iii

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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.

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.

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.

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Scoring Issues from2014 -15 VSEP Scoring

Evidence fails to address the appropriate Depth of Knowledge • Evidence submitted frequently does not include

demonstration of each required level of knowledge, especially “Higher Order Thinking.”

Evidence violates Scoring Rule 1 (Student-Generated Work)• Use of open-book and internet resources• Use of clues and hints that assist the student in answering

correctly:pre-writing graphic organizers (with words, labels, etc.)text containing answers to questions asked inclusion of examplesinclusion of definitions

• Use of multiple-choice format

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Square roots are all

expressed (application) in

simplest radical form

Whole Numbers #1 & #2

Monomial Algebraic

Expression(s)

Whole Numbers#5 & #6

Expressing cube roots of whole numbers in simplest radical form

The evidence sufficiently defends each requirement of the SOL.

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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 2015 – 2016 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

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Depth of Knowledge Categories

Higher Order Thinking Analysis, Synthesis & Evaluation

ApplicationUsing known information

to solve new problems

ComprehensionUsing recall information in a basic way

such as explaining a concept in one’s own words

RecallThe lowest level of cognitive process

involves remembering information

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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

ComprehensionClassify, Collect, Compare, Conduct, Contrast,

Describe, Explain, Interpret, Locate, Order, Rephrase, Sequence, Summarize

RecallChoose, Define, Identify, Label, List,

Match, Observe, Quote, Recite, Select, State

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Depth of KnowledgeApplication Demonstrated

ES.1 The student will plan and conduct investigations in whicha) volume, area, mass, elapsed time, direction, temperature, pressure, distance,

density, and changes in elevation/depth are calculated utilizing the most appropriate tools;

Temperature is measured, using appropriate tools.

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Depth of KnowledgeApplication Not Demonstrated

ES.1 The student will plan and conduct investigations in which

a) volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes in elevation/depth are calculated utilizing the most appropriate tools;

The indicated temperature is identified.No tool is used.

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Hints and ClueingSince a video guide is provided to the student while viewing the video, the

evidence cannot be considered for credit.

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Hints and ClueingSince the student has access to the textbook to answer questions, the evidence

cannot be considered for credit.

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Since an example is provided to the student , the evidence cannot be considered for credit.

Hints and Clueing

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Since the definition of “personification” is given, the evidence cannot be considered for credit.

Hints and Clueing

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If student work contains multiple-choice test formats, the work cannot be considered for scoring, except with written approval from VDOE for the EOC Writing test.

Multiple Choice

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VSEP Resources

Available at:


2015 – 2016 VSEP Implementation Manual VSEP Intent to Participate Form Grades 3 – 8 Special Permission Request VSEP Resubmission Form VSEP Request to Rescore a VSEP CWC VSEP Evaluation Plan Worksheets (End-of-Course worksheets and

special permission) VSEP Student Evidence Identification (SEI) Tag VSEP Frequently Asked Questions




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VIRGINIA MODIFIED ACHIEVEMENT STANDARDS TEST (VMAST)

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VMAST 2015 - 2016

Available ONLY for students who are pursuing a standard diploma with credit accommodations or a modified standard diploma.

An online alternate assessment based on modified achievement standards available for Algebra I, End-of-Course (EOC) Reading, Grade 8 Reading, and Grade 8 Mathematics

“Modified” does not mean that the content is modified; items are based on grade level content

Maintains test constructs, but is less difficult than the SOL assessments

Is 20% shorter than SOL assessments Based on SOL items with research-based supports and

simplifications applied

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Examples of VMASTSupports and Simplifications

Reduce answer options from 4 to 3 Simpler structure or vocabulary Reduce number of variables, or simplify digits

in mathematics problems Highlight, color code or box important

information Provide strategies – reminders, hints, formulas Provide interactive tools Present items near relevant sections of short

reading passages

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VMAST Eligibility

To take the VMAST for verified credit purposes, students must:

pass the course and score 374 or below following two attempts at the corresponding Standards of

Learning End-of Course test.

The passing score on VMAST is 400.

Note: VMAST scores may not be used to determine if a student may receive a locally awarded verified credit.

Testing Memo 1204 (May 1, 2015)

VMAST is available ONLY to students who are pursuing a standard diploma with credit accommodations or a

modified standard diploma.

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Available at: http://doe.virginia.gov/testing/alternative_assessments/vmast_va_mod_achievement_stds_test/index.shtml

Test Resources

Mathematics Standards of Learning and VMAST Testing Blueprints

English Standards of Learning and VMAST Testing Blueprints

VMAST Practice Items and Practice Item Guides

Participation Resources

Selecting Appropriate Students for VMAST

VMAST Participation Criteria Form Sample VMAST Participation Criteria Form

VMAST Resources

http://doe.virginia.gov/testing/alternative_assessments/vmast_va_mod_achievement_stds_test/index.shtml



http://doe.virginia.gov/testing/sol/standards_docs/mathematics/index.shtml

http://doe.virginia.gov/testing/sol/standards_docs/english/index.shtml

http://doe.virginia.gov/testing/alternative_assessments/vmast_va_mod_achievement_stds_test/practice_items/index.shtml

http://doe.virginia.gov/testing/alternative_assessments/vmast_va_mod_achievement_stds_test/practice_items/index.shtml

http://doe.virginia.gov/testing/alternative_assessments/vmast_va_mod_achievement_stds_test/selecting_appropriate_students_vmast.pptx

http://doe.virginia.gov/testing/alternative_assessments/vmast_va_mod_achievement_stds_test/selecting_appropriate_students_vmast.pptx

http://doe.virginia.gov/testing/alternative_assessments/vmast_va_mod_achievement_stds_test/vmast_participation_criteria_form.doc

http://doe.virginia.gov/testing/alternative_assessments/vmast_va_mod_achievement_stds_test/vmast_participation_criteria_form_sample.pdf

http://doe.virginia.gov/testing/alternative_assessments/vmast_va_mod_achievement_stds_test/vmast_participation_criteria_form_sample.pdf

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VIRGINIA ALTERNATE ASSESSMENT PROGRAM (VAAP)

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VAAP 2015 - 2016 An evidence-based alternative assessment for students with

significant cognitive disabilities. Available to eligible students with disabilities in grades 3 - 8

and high school who are working on academic content reduced in depth and complexity.

Available in reading, writing, mathematics, science and history/Social Science.

High school students participating in VAAP must submit Collections of Evidence (COE) that include reading, writing, mathematics, science and history/social science by the end of their 11th grade school year or according to a schedule determined by the local school division.

2015 – 2016 VAAP Implementation Manual p. vii – viii

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VAAP Division Flexibility for High School

Divisions have the option either to continue the submission of required

VAAP content areas in grade 11 only or to develop a schedule in which

one or more content areas are submitted in grades 9, 10, or 11.

For example, the division may determine that VAAP Science will be

collected in grade 9, History/Social Science in grade 10, and Reading,

Writing, and Mathematics in grade 11.

The division must provide this information to the Virginia Department of

Education in SSWS for 2015 - 2016 by completing a form in the Education

Registry Application called VAAP Grades. After completing the form in

SSWS, click on “Verification Report” and fax the signed copy to Alison

Young at (804) 530-4516 by August 28, 2015.

2015 – 2016 VAAP Implementation Manual p. x

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Eligibility Participation is determined by the IEP team based on the

VAAP participation criteria. Refer to Students with Disabilities: Guidelines for Assessment Participation available at www.doe.virginia.gov/testing/participation/index.shtml

Additional information on VAAP Participation and the Determination of Significant Cognitive Disabilities is available at http://www.doe.virginia.gov/special_ed/disabilities/intellectual_disability/guidance_significant_cognitive_disabilities.pdf

2015 – 2016 VAAP Implementation Manual p. 1


http://www.doe.virginia.gov/special_ed/disabilities/intellectual_disability/guidance_significant_cognitive_disabilities.pdf

http://www.doe.virginia.gov/special_ed/disabilities/intellectual_disability/guidance_significant_cognitive_disabilities.pdf

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Important Dates - VAAP 2015 - 2016

August 21, 2015Deadline to complete “VAAP Grades” for your school division in SSWS in the Education Registry Application

January 4 - May 20, 2016

Register students for 2016 VAAP Collection of Evidence (COE) submissions (via Student Data Upload or manually)

March 28 - May 20, 2016 VAAP Score Entry

June 3, 2016Shipping materials for COE selected for audit arrive in divisions

June 10, 2016 Deadline to ship COE selected for audit to Pearson

July 11, 2016 All score reports available in Pearson Access

July 15, 2016 Deadline for COE score correction requests

July 29, 2016 Audited COE returned to divisions

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Reading, Writing, Mathematics, and Science

For reading, writing, mathematics, and science, teachers must select Aligned Standards of Learning (ASOL) only from the grade level in which the student is enrolled.

For the content areas listed above, the teacher must use the performance level system to indicate whether the student demonstrated the ASOL with: significant support and modification (Level I), partially demonstrated the ASOL (Level II), or fully demonstrated the ASOL (Level III).

The highest score point a student may receive for: Level I is 2 Level II is 3 Level III is 4


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History/Social Science History/Social Science ASOL have been re-organized into three groups.

Teachers must use the grade of student enrollment to select the appropriate History/Social Science group.

History/Social Science COE must be submitted during the same administration as students participating in the SOL tests.

Levels of Performance do not apply to History/Social Science.


Grade Level Group

Grades 4 or 5 Elementary

Grades 6, 7, or 8 Middle

Grades 9, 10, or 11 High

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VAAP Evidence

Various types of evidence may be submitted to demonstrate the student’s individual achievement on the ASOL.

Work Samples Audio/Video Anecdotal Records Interviews Data Chart/Graphs Captioned Photographs

2015 - 2016 VAAP Implementation Manual, p. 4 - 10

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Important Reminders VAAP evidence must be completed under “testing conditions” in

which the student does not have access to the subject content or curriculum, hints, clueing, prompts or test taking strategies that would provide an unfair advantage.

Anecdotal records must include the date of performance, a detailed description of the learning environment (instructions, materials and prompts provided), observed student performance and a statement of accuracy describing the student’s level of achievement on the ASOL.

Work samples (worksheets, tests or quizzes) that are submitted as evidence may not have been attempted before by the student individually or as a member of an instructional group.

2015 – 2016 VAAP Implementation Manual p. viii

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Scoring Issues from2014 - 2015 VAAP Audit

Use of the Levels of Performance Level III Evidence fails to address the skills and knowledge

in the ASOL stem Level II evidence eliminates too many skills Level I evidence does not address the basic concept or skill

in the ASOLEvidence violates Scoring Rule 1 (Student-Generated Work)

Use of hints and clueing that assist the student in answering correctly such as… definitions and explanations text and passages containing answers to questions use of matching

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Level III – Fully Demonstrated(fails to address the knowledge in the stem)

5S-LPS 1 c The student will investigate and understand basic plant anatomy and life process. Key concepts includec) photosynthesis

The evidence for ASOL 5S-LPS is presented at Level of Performance III – the student fully demonstrates the ASOL. At this Level of Performance, the highest score point that can be earned is a “4”.

• The evidence was given credit for understanding photosynthesis by completing a worksheet with 100% accuracy.

• The is no evidence for understanding basic plant anatomy and life process.

Overall, for the Level of Performance III, the quality of the evidence presented does not satisfy many of the requirements of the ASOL.

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Evidence that defends the ASOL at Level IIIHSS-SI 1 The student will plan and conduct investigations in whiche) variables are manipulated with repeated trials.

Annotation:The evidence for ASOL HSS-SI 1e is presented at Level of Performance III – the student fully demonstrates the ASOL. At this Level of Performance the highest score point that can be earned is a “4”.

• The evidence was given credit for planning the investigations by choosing the variables which would be manipulated. The evidence was also given credit for conducting investigations with multiple trials with 100% accuracy.

Overall, for the Level of Performance III, the quality of the evidence presented consistently and appropriately satisfies most of the requirements of the ASOL.

Choice =planning

Level II – Partially Demonstrated (elimination of too many skills)

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8S-ECO 1 The student will investigate and understand the natural processes and human interactions that affect watershed systems. Key concepts includeb) the location and structure of Virginia’s regional watershed

Annotation:The evidence for ASOL 8S-ECO 1b is presented at Level of Performance II – the student partially demonstrates the ASOL. At this Level of Performance the highest score point that can be earned is a “3”.

The evidence shows a partial demonstration of the ASOL by eliminating the requirements of investigation and understanding the natural processes and human interactions that affect watershed systems.

A14a was given credit for locating Virginia’s regional watershed systems on a map with 100% accuracy.

There is no evidence of the structure of Virginia’s regional watershed systems.

Overall, for the Level of Performance II, the quality of the evidence presented does not satisfy many of the requirements of the ASOL.

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Evidence that defends the ASOL at Level II

4M-NSCE 4b The student will

b) add and subtract double-digit whole numbers

Annotation:The evidence for ASOL 4M-NSCE 4b is presented at Level of Performance II – the student partially demonstrates the ASOL. At this Level of Performance the highest score point that can be earned is a “3”.

The evidence shows a partial demonstration of the ASOL by eliminating the requirement for subtraction.

The evidence was given credit for adding double-digit whole numbers with 92% accuracy.

Overall, for the Level of Performance II, sufficient evidence is provided for the ASOL.

Level I – Demonstrated with Significant Support and Modification(does not address concept and skill in the ASOL)

7E-CN 1 The student will d) determine author’s point of view in nonfiction text and compare to own point of view

Annotation:The evidence for ASOL 7E-CN 1d is presented at Level of Performance I – the student demonstrates the ASOL with significant support and modification. At this Level of Performance the highest score point that can be earned is a “2”.

The evidence was not given credit because the student is identifying author’s purpose rather than point of view as required by the ASOL. Therefore, the evidence does not align to the ASOL.

Overall, the evidence submitted does not show any level of individual achievement for the ASOL being defended.

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Author’s purpose

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Evidence that defends the ASOL at Level I

Annotation:The evidence for ASOL 5M-NSCE 4b is presented at Level of Performance I – the student demonstrates the ASOL with significant support and modification. At this Level of Performance the highest score point that can be earned is a “2”.

The evidence shows the ASOL modified to a basic skill of solving one-step word problems using addition. The supports provided were the spaces in which the student could draw pictures to represent the problems.

The evidence was given credit for correctly solving single-step word problems.

Overall for the Level of Performance I, sufficient evidence is provided for the ASOL that has been demonstrated with significant support and modification.

5M-NSCE 4 The student will

b) solve two-step word problems using addition and subtraction of whole numbers.

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History/Social Science

HS-G 8 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia bya) Locating Virginia and its bordering states on maps of the United States

Annotation:The evidence provides only a partially sufficient demonstration of the student’s knowledge and understanding of HS-G 8a.

• The evidence was given credit for locating Virginia and its bordering states on a map of the United States with 100% accuracy.

• There is no evidence of the physical geography and native peoples, past and present, of Virginia or an additional map as required by the ASOL.

Overall, the quality of the evidence presented does not satisfy many of the requirements of the ASOL.

Note: Levels of Performance are not applied to History/Social Science ASOL.

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Hints and ClueingSince the worksheet clues the student by providing definitions for fact and opinion, the

evidence cannot be considered for credit.

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Hints and ClueingThe explanation of how to add and subtract fractions gives the student a hint on how to

answer the problems.

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VAAP Resources Available at: http://doe.virginia.gov/testing/alternative_assessments/vaap_va_alt_assessment_prog/index.shtml

Implementation Manual 2015-2016

Virginia Alternate Assessment Program

VAAP Frequently Asked Questions

VAAP Participation Criteria Form

VAAP Forms (Word) (PDF)

VAAP Aligned Standards of Learning

VAAP Reading

VAAP Mathematics

VAAP Science

VAAP Writing

SEI Tag Template

Preparing Student Evidence for VAAP Writing

http://doe.virginia.gov/testing/alternative_assessments/vaap_va_alt_assessment_prog/implementation_manual.pdf






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Final Thoughts

All students with disabilities, including those on home-bound instruction or placed in alternative schools or private educational placements are expected to participate in the state assessments based on their IEPs or 504 plans.

VSEP Coursework Compilations and VAAP Collections of Evidence should be monitored during their development and pre-scored prior to submission for scoring.

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Virginia Department of EducationDivision of Student Assessment and

School Improvement

[email protected]

(804) 225-2102


Documents

2015 - 2016 STATE ASSESSMENT OPTIONS FOR STUDENTS WITH DISABILITIES Virginia Department of Education August 2015