Virginia Department of Education Summer 2010. The VGLA is an alternative to Standards of Learning (SOL) testing for eligible students in grades 3 through

Selecting Appropriate Students for the Virginia Grade Level Alternative

(VGLA)

Virginia Department of EducationSummer 2010

The VGLA is an alternative to Standards of Learning (SOL) testing for eligible students in grades 3 through 8.

Participants demonstrate individual achievement of grade level content standards as presented in the SOL test blueprint for the content area being assessed.

VGLA Implementation Manual 2010-2011, p. 1

VGLA Overview

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Eligible students with disabilities must meet the 2010-2011 revised participation criteria.

Available in 2010-2011 for students with disabilities in Reading, Mathematics, Science, History/Social Science, and Writing. ◦ 2011-2012 – No Math VGLA at all

◦ 2012-2012 – No Reading VGLA for SWD but may continue for qualifying ELL students

◦ VGLA for Science, History, or Writing will remain available at this time. No plans to remove them.

◦ May consider students for VMAST assessments which will be available as VGLA reading and math are removed. The number of students for this group will be limited to 2% of our testing population. (approximately 20 students division wide)

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VGLA Overview

Eligible limited English proficiency (ELL) students must have an overall score (composite) on the ACCESS for ELLs® test that falls within a specific range.◦ Elem - Composite WIDA score = 1 to 3.5◦ Middle – Composite WIDA score = 1 to 3.3

Available for students with limited English proficiency in Reading only.


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VGLA Overview

Selecting Appropriate Students for the VGLA using

the 2010-2011 Participation

Criteria

Students with Disabilities

The majority of students with disabilities are expected to participate in the SOL assessments with or without accommodations.

If a student cannot access the SOL test(s) in

a content area, even with accommodations, the student may be considered for the VGLA.

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Selecting Appropriate Assessment Options for Students with Disabilities

Typical Characteristics of a student with a disability recommended for the VGLA:

Enrolled in grades 3 through 8

Has an IEP or 504 plan

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

Demonstrates work on SOL that is at grade level

VGLA Implementation Manual 2010 -2011, p. 5

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Selecting Appropriate Assessment Options for Students with Disabilities

Selecting the appropriate assessment options for students with disabilities is always the responsibility of the student’s IEP team or 504 committee.

Always consider participation in the SOL assessments with or without accommodations

Decisions about participation are made on a test-by-test basis.

VGLA Implementation Manual 2010 -2011, p. 5

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Important Reminders

Section I: Student Information

Section II: School Division Information

Section III:Performance Overview

Section IV:Justification Statement

Section V: Qualifying Questions

VGLA Implementation Manual 2010 -2011, pp. 24 - 26

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2010 -2011 Participation Criteria

Participation Form Section

General Information

Should be Aligned

Section I (student)

Student Information Content Area Considered

Section II (school)

School Information Course Content Teacher

Section III (a) (MC-performance)

3 or more work samples in a multiple-choice format with descriptions of student performance

Class work or class assignments in the content area considered

Section III (b)(alternate format performance)

3 or more work samples in alternate formats with descriptions ofstudent performance

Class work or class assignments in the content area considered

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Information that should be gathered prior to the IEP/504 Committee Meeting

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Questions to Clarify

Include the course content teacher in the IEP team decision.

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

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What are alternative formats?

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

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Questions to Clarify The multiple-choice and alternative format must demonstrate the same skill or concept?

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

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How should student performance be described?

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

Determine how the student accesses SOL content and demonstrates skills and knowledge.

◦ Select a specific content area

◦ Gather three or more class work and assessment samples using the multiple-choice format and three or more class work assessment samples in alternative formats.


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Content Area – Reading

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

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

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

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

3. Multiple-choice pop quiz on cause and effect.

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

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Multiple-Choice Work Samples

Content Area -Reading

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

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

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

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

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

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

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Alternative Format Work Samples


General Information

Should reference

Section IV (a) - justification

Overview of student disability

Evaluation reports

Present Level of Performance on IEP

Section IV (b) - justification

Impact of disability on student’s classroom performance

Teacher observations

Classroom assessments

Section IV (c) - justification

Accommodations used and impact on classroom, division, and state assessments

Specific accommodations used on assessments and assessment results

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Brief Overview of the student’s disability Marti is a 5th grade student and recent evaluations indicated that

her vision is deteriorating rapidly. She also has significant processing deficits. This information was the basis of her identification as a student with Visual Impairments and Other Health Impairments.

Impact of the disability on the student’s classroom performance

A review of Marti educational records indicated that she was a strong reader in earlier grades when her vision was stable. Her recent decline in visual acuity has made reading, even with large print materials, very difficult. Her Language Arts teacher stated that Marti seems to be easily distracted and overwhelmed especially on chapter and unit tests. She has received extremely low grades on her most recent nine weeks reading test. Interviews have been used on reading assignments along with the read aloud accommodation and Marti has been able to demonstrate her knowledge.

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Sample Justification Statement

Accommodations that have been used in classroom, division and state assessments and the impact on the student performance

Marti currently uses large print materials and the read-aloud accommodation. Even with these accommodations, Marti finds it difficult to stay focused and to process what is being read to her. She failed her recent benchmark test in reading which was given with accommodations. Braille is currently being proposed by her vision teacher, but Marti is not likely to be proficient enough to use Braille for the Spring SOL testing administration. The IEP team has determined that alternative testing formats are the most appropriate method for Marti to demonstrate her achievement.

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Sample Justification Statement (continued)

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?


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VGLA Qualifying QuestionsMust answer YES to all three Questions.


General Information

IEP/504 team response should

be based on:

Section V –Question 1 The student must have an identified disability as documented by a current IEP or 504 plan.

Current IEP/504 plan or one that is being developed for the student.

Section V –Question 2 The student demonstrates individual achievement of the SOL content by means other than multiple-choice test format?

Review and comparison of student work samples and performance presented in Section III

Section V – Question 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?

Review and discussion of student’s disability, the impact of classroom performance, accommodations used and their impact. Information presented in Section IV should be used to respond to this question.

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IEP/504 Committee Meeting

The student’s IEP/504 committee must:

Answer YES to the 3 qualifying questions in Section V for each content area considered.

Have the required supporting document

Note: An IEP/504 committee response of “NO “for any question and/or the lack of supporting documentation indicates that the student is NOT eligible for the VGLA for the content area being considered.


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To Qualify for the VGLA

IEP team decisions must be documented in the student’s IEP.

504 team decisions must be documented in the student’s 504 plan.

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Documenting VGLA Participation

Selecting Appropriate Students for the VGLA

Students with Limited English Proficiency (LEP)

Eligible LEP students may take the SOL reading test with or without accommodations or the VGLA reading assessment.


Eligible LEP students may take VGLA reading up to three consecutive years.

Virginia Board of Education Consolidated State Application Amended Accountability Workbook, 5.4, p. 59

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LEP Students within the State Accountability System

Examine How the Student Accesses SOL Content and Demonstrates Skills and Knowledge

◦ For LEP students, the LEP team must consider the student’s English language proficiency level to determine if the VGLA is appropriate for the reading assessment.

VGLA Implementation Manual 2010-2011, p.7

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Procedures for the VGLA

The LEP team must determine if the VGLA is an appropriate option for the reading assessment for students who meet the eligibility criteria.

The LEP team must consider the student’s level of English language proficiency to determine eligibility for the VGLA in reading. To be eligible, the student must have an overall score (composite) on the ACCESS for ELLs® test that falls within a specific range.

VGLA Implementation Manual 2010-2011, pp. 1 and 6

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Determining Eligibility

Determining Eligibility

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Grade ClusterWIDA ACCESS for ELLs Test English Language Proficiency Levels

Composite Score Range

Level 1 – Entering Level 2 – Beginning Level 3 – Developing

Grades 3-5 1.0 -1.9 2.0 -2.9 3.0 -3.5Grades 6-8 1.0 -1.9 2.0 - 2.9 3.0 -3.3

Typical characteristics of an LEP student recommended for the VGLA reading include the following:

enrolled in grades 3 through 8 has an LEP Student Assessment Participation Plan

(or one is being developed) (Appendix B) has an overall proficiency level of 1 (entering), 2

(beginning), or 3 (developing) based on the WIDA® English language proficiency levels

demonstrates work on SOL that is at grade level


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Identifying Students

For eligible LEP students participating in VGLA reading, the LEP Student Assessment Participation Plan should be helpful in identifying the student’s current English language proficiency level (Appendix B).


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Documenting Participation

In considering possible participation in the VGLA, IEP team/504 committee members or LEP team, as appropriate, need to be sure that all possible SOL test accommodations have been examined within the student’s program to provide access to content and assessment within the specific SOL course.


Additional information about test accommodations is located within LEP Students: Guidelines for Participation in the Virginia Assessment Program, available at http://www.doe.virginia.gov/testing/participation/index.shtml

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Special Accommodations

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

Contacts

Abby ThompsonNelson County Director of Assessment

[email protected]

Sharon SilerRobert Fugate

Virginia Department of Education(804) 225-2107

[email protected]

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Documents

Virginia Department of Education Summer 2010. The VGLA is an alternative to Standards of Learning (SOL) testing for eligible students in grades 3 through