Virginia Department of Education Summer 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 , p. 1 2

 Eligible students with disabilities must meet the revised participation criteria.  Available in for students with disabilities in Reading, Mathematics, Science, History/Social Science, and Writing. ◦ – No Math VGLA at all ◦ – 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) 3

 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. VGLA Implementation Manual , p. 6 4

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. 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 , p. 5 7

 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 , p. 5 8

 Section I: Student Information  Section II:School Division Information  Section III:Performance Overview  Section IV:Justification Statement  Section V:Qualifying Questions VGLA Implementation Manual , pp

Participation Form Section General InformationShould be Aligned Section I (student) Student InformationContent Area Considered Section II (school) School InformationCourse 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 of student performance Class work or class assignments in the content area considered 10

11  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.

12  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.

13  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.

14  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. VGLA Implementation Manual , p. 7 15

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. 16

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. 17

Participation Form Section General InformationShould 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 18

 Brief Overview of the student’s disability Marti is a 5 th 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. 19

 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. 20

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 , p

Participation Form Section General InformationIEP/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. 22

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. VGLA Implementation Manual , p. 5 23

 IEP team decisions must be documented in the student’s IEP.  504 team decisions must be documented in the student’s 504 plan. 24

Students with Limited English Proficiency (LEP)

 Eligible LEP students may take the SOL reading test with or without accommodations or the VGLA reading assessment. VGLA Implementation Manual , p. 2  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

 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 , p.7 27

 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 , pp. 1 and 6 28

29 VGLA Implementation Manual , p. 6 Grade Cluster WIDA  ACCESS for ELLs  Test English Language Proficiency Levels Composite Score Range Level 1 – EnteringLevel 2 – BeginningLevel 3 – Developing Grades Grades

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 VGLA Implementation Manual , p. 6 30

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). VGLA Implementation Manual , p. 8 31

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. VGLA Implementation Manual , p. 5 Additional information about test accommodations is located within LEP Students: Guidelines for Participation in the Virginia Assessment Program, available at

Contacts Abby Thompson Nelson County Director of Assessment Sharon Siler Robert Fugate Virginia Department of Education (804)