Virginia Department of Education Division of Student Assessment and School Improvement Selecting Appropriate Students Virginia Modified Achievement Standards Test (VMAST)

Purpose of this Presentation To provide Division Directors of Testing, Special Education Directors, and other school leaders with information that can be shared with IEP team members responsible for making assessment decisions for students that may be appropriate for the Virginia Modified Achievement Standards Test (VMAST).

Presentation Topics IEP Team Assessment Responsibilities and Requirements Virginia Assessment Options for Students with Disabilities VMAST Overview and Sample Items Selecting VMAST Participants VMAST Implementation Questions

IEP Team Assessment Responsibilities and Requirements

IEP Team Assessment Responsibilities Federal and state laws require students with disabilities to participate in the assessment component of the state accountability system. Students with disabilities must participate in all content area assessments that are available to students without disabilities enrolled in the same grade level. The student’s IEP team is responsible for determining how the student will participate and the appropriate assessment option.

State Assessment Requirements The IEP must include... SOL Assessments A determination regarding participation in the General Assessment a statement of appropriate accommodations or modifications, if needed Alternate Assessments If the General Assessment is not selected... a statement of why the student cannot participate in the General Assessment; a determination regarding Alternate Assessment; a statement of why the Alternate Assessment is appropriate, including meeting the participation criteria

Virginia Assessment Options Students with Disabilities

Federal Alternate Assessment Terms TermAbbreviationDefinition Alternate Assessment Based on Grade Level Achievement Standards AA-GLAS A state test based on the same content and performance expectations as the General Assessment. Alternate Assessment Based on Modified Achievement Standards AA-MAS A state test based on the same content as the General Assessment, but with less rigorous performance expectations than the General Assessment. Alternate Assessment Based on Alternate Achievement Standards AA-AAS A state test based on different content and different performance expectations than the General Assessment.

Assessment Types Recognized by USDOE Virginia Assessments Uses Grade Level State Content Standards Performance judged on Grade-Level Expectations General Assessment SOL TestsYES Alternate Assessments based on Grade Level Achievement Standards (AA-GLAS) Virginia Substitute Evaluation Program (VSEP) Virginia Grade Level Alternative (VGLA) YES Alternate Assessments based on Modified Achievement Standards (AA-MAS) Virginia Modified Achievement Standards Tests (VMAST) YESNO Alternate Assessments based on Alternate Achievement Standards (AA-AAS) Virginia Alternate Assessment Program (VAAP) NO Assessment Options for Students with Disabilities

Virginia Assessments Assessment Format Content Areas SOL Tests On-line and Paper Pencil Reading, Writing, Mathematics, Science and History/Social Science Virginia Substitute Evaluation Program (VSEP) Virginia Grade Level Alternative (VGLA) Evidence-Based Reading, Writing, Mathematics, Science and History/Social Science Reading, Writing, Science and History/Social Science. (Mathematics will no longer be available starting in ) (Reading will no longer be available starting in ) Virginia Modified Achievement Standards Tests (VMAST) On-line Only Mathematics beginning in (Reading will be available beginning in ) Virginia Alternate Assessment Program (VAAP) Evidence-BasedReading, Writing, Mathematics, Science and History/Social Science Assessment Options for Students with Disabilities

Virginia Assessments Assessment Participants SOL Tests Student is instructed in grade level content. Disability does not prevent the demonstration of knowledge through multiple-choice format with or without accommodations. Virginia Substitute Evaluation Program (VSEP) Virginia Grade Level Alternative (VGLA) Student is instructed in grade level content. Disability prevents the demonstration of knowledge through multiple-choice format even with accommodations. Student requires an evidence-based assessment to access state assessments. Virginia Modified Achievement Standards Tests (VMAST) 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 formats, but significant supports are needed for access. Virginia Alternate Assessment Program (VAAP) Student is not instructed in grade level content. Disability requires content that is reduced in depth and complexity. Assessment Options for Students with Disabilities

Virginia Modified Achievement Standards Test Overview Sample Items

In April 2007, USDOE sanctioned the development of modified achievement standards and assessments for a small group of students with disabilities. United States Department of Education (USDOE) Announcement...

What’s the Difference? Content Standards Statements of the knowledge and skills teachers are expected to teach and students are expected to learn. Achievement Standards Statements of how students demonstrate their knowledge and skills of the content standards

VMAST Development Overview Research conducted with Virginia educators to identify learner characteristics, develop participation criteria and identify supports and simplifications used in classroom instruction and assessments. Supports and simplifications applied to existing on-line SOL mathematics and reading test items Pilot studies and field tests conducted with students with disabilities likely to meet participation criteria to evaluate the effectiveness of supports and simplifications.

What is the VMAST? An alternate assessment based on modified achievement standards “Modified” does not mean that the content is modified. Items are based on grade level content Only available in on-line delivery Maintains test constructs, but is less difficult than the SOL assessments Is 20% shorter than SOL assessments

What is the VMAST? Research based supports and simplifications identified by Virginia educators are applied to existing SOL mathematics and reading test items. Assesses grades 3-8 mathematics and Algebra I (available in ) Assesses grade 3-8 reading and EOC English: Reading (available in )

VMAST Supports and Simplifications Reduce answer options from 4 to 3 Simpler structure or vocabulary Add precise language for clarification Reduce number of variables, or simplify digits in mathematics problems Divide item into discrete steps

VMAST Supports and Simplifications Highlight, color code or box important information Provide strategies – reminders, hints, formulas Provide additional instructions Provide interactive tools Add/alter graphics Present items near relevant sections of short reading passages

VMAST Practice Items mast_va_mod_achievement_stds_test/practice_items/index.sht ml

Selecting VMAST Participants Federal Requirements Learner Characteristics VMAST Participation Criteria Student Profiles

Student has been provided high quality instruction including special education and related services and is still unlikely to achieve grade-level proficiency within the school year as evidenced by multiple valid measures of student progress over time. Federal Requirements... Participants

May be within any of the 13 disability categories defined in IDEA. Students with 504 Plans are not eligible. Student’s IEP must include grade-level academic content goals or standards-based goals. Students’ disabilities preclude them from achieving grade-level proficiency, as demonstrated by objective evidence. Federal Requirements...Participants

Virginia Eligible Participants Students with Disabilities Identified by IEP Teams Instructed in grade level content Disability prevents students from reaching grade level achievement in the same time frame as other students

Learner Characteristics Identified by Virginia Educators Works at a slower pace Has deficits in factual knowledge Has difficulties engaging with materials Benefits from differentiated instruction and additional instructional time Requires a high level of support May have below grade level reading ability May have retention or memory deficits

VMAST Participation Criteria Introductory Statement Students participating in the VMAST are expected to learn grade-level content; however, they may require additional time and a variety of instructional and assessment supports. Students participating in VMAST do not receive a modified curriculum; the achievement expectations are modified and difficulty is reduced by including tools and supports that allow participating students to access and demonstrate knowledge of grade level content. Eligibility for VMAST must be determined separately for reading and mathematics.

Required Components: 1. The student has a current IEP with grade-level content goals. 2. Student’s disability precludes him or her from achieving and progressing commensurate with grade-level expectations 3. Student achievement and progress is evaluated using multiple, objective sources of evidence. 4. Student’s daily instruction and assessment modifications are clearly documented. VMAST Participation Criteria

Qualifying Questions: 1. Does the student need significant instructional supports to access grade level Standards of Learning and show progress? 2. Does the student need modified classroom assessments in order to demonstrate knowledge of grade level content? 3. Is the student not expected to achieve grade-level proficiency within the year? All criteria must be met and supporting documentation provided. VMAST Participation Criteria

Does the student need significant instructional modifications to access grade level Standards of Learning and show progress? Requires intensive individualized supports, accommodations, and/or specialized programs/interventions Requires increased frequency and duration of instruction and practice Examples of Documentation List of accommodations used Instructional strategies provided Assistive technology provided Tutoring Research-based interventions Differentiated instruction Extra Learning Time Examples of Documentation Description of the amount of time student has received individualized supports, accommodations and/or specialized programs and impact on progress

Requires intensive differentiated classroom assessments Assessment accommodations alone do not allow student to fully demonstrate knowledge Examples of Documentation Copies of supported assessment items or tests and description of student performance. Description of assessment items or tests administered to the student without supports and description of student performance. Examples of Documentation Description of accommodations and explanation of why they have been insufficient Does the student need modified classroom assessments in order to demonstrate knowledge of grade level content?

Consistently requires remedial instruction to access grade level content. Despite provision of research-based interventions, student is not progressing at the rate expected for grade level. Given appropriate supports and tools, the student can access and demonstrate mastery of grade level content against an achievement expectations that are less difficult than required for proficiency on the SOL. Examples of Documentation Benchmark test performance in content area after consistent use of individualized supports, accommodations, and specialized programs/interventions. Samples of student work in content area after consistent use of individualized supports, accommodations, and specialized programs/interventions that demonstrate student is not progressing at the rate expected for grade level. Other measures of student performance in content area after consistent use of individualized supports, accommodations, and specialized programs/interventions Is the student not expected to achieve grade- level proficiency within the year?

A Starting Point for IEP Teams... GATHER IMPORTANT STUDENT INFORMATION Student Grade Level or Course Enrollment Instructional Content (Grade Level or Alternative Curriculum) Disability Learner Characteristics Accommodations Instructional Supports and/or Strategies Provided Timeframe Expected for Learning Instructional Content Assessment Performance

Critical Questions to Guide Assessment Considerations 1. Is the student instructed in grade level content? If the student is instructed in grade level content, then the IEP team must consider participation in the SOL assessment. 2. Can the student participate in the standard administration of the SOL assessment or are accommodations appropriate? If the student’s disability impacts test accessibility, then the IEP team must consider appropriate accommodations.

Critical Questions to Guide Assessment Considerations 3. Can the student demonstrate knowledge and skill through assessments in the multiple choice format? If there is an indication that the student’s disability prevents the demonstration knowledge and skills in a multiple choice format even with accommodations, then the IEP team must consider the VGLA or the VSEP as appropriate. 4. Does the student show the need for extensive supports (beyond accommodations) in classroom instruction and assessments? If the student needs extensive supports, then the IEP team should consider participation in the VMAST. The IEP team must answer “Yes” to each qualifying question and provide supporting documentation.

Student Profile #1 - Mary Student Grade Level – 8th Content Area/Course Considered - Algebra I Instructional Content – Grade Level Curriculum Disability – Learning Disability in the areas of Mathematics and Reading Learner Characteristics – Cooperative, completes assignments, poor decoding, but above average comprehension; difficulty with multi-step directions, poor visual memory. Accommodations –Read-aloud/audio Instructional supports and/or strategies provided – Extended time, manipulatives, repetition, one-to-one instruction. Computer-based Remediation program; Highlighting, Cue Cards. Timeframe Expected for Learning – More than one year needed Assessment Performance – Failed Grade 8 Math SOL and Science SOL (below 400) Below grade level performance on Algebra Readiness test; Passed VGLA Grade 8- Reading.

Student Profile #1 - Mary Should the IEP team consider the VMAST Algebra I test for Mary? YES NO Rationale: Mary’s profile states that she is currently being instructed in grade level curriculum. Although she has been provided with supports such as extended time, repetition, and one to one instruction, the read-aloud/audio accommodation, and a specialized remediation program, it is expected that she will need more than one year to learn grade level content. Next Steps: The IEP team should prepare a packet of documentation to include instructional supports and strategies provided, graded classroom assessments in which accommodations have been provided, records from teachers showing Mary’s progress in the content area. Standards-based IEP goals will also be needed. √

VMAST Participation Criteria Form Section I Student/School Information Content Area/Course Considered Disability and Impact on Performance Section II Qualifying Questions and Documentation Intensive Individualized Instruction Classroom Assessments Student Performance Section III Justification Statement summarizing why the IEP team determined the student is appropriate for VMAST. Signatures Signatures of all IEP team members responsible for determining VMAST participation for student

Mary Content Area/Course Considered – Algebra I Section I: Brief Overview of Student’s Disability Mary was found eligible for special education services as a student with Learning Disabilities in reading and mathematics in grade 4. Specific areas of weakness include visual-spatial processing, visual memory, and processing speed. Evaluations of academic achievement conducted in March 2010 included the Basic Reading Inventory which measures reading and listening skills. This inventory indicated that Mary’s overall reading skills were at the 4 th grade level with a specific weakness in decoding skills. Scores from the 8 th Grade Algebra Readiness test indicated below grade level performance as follows: Number and Number Sense (5 th grade level), Measurement and Geometry (6 th grade level), Probability and Statistics, Patterns, Functions, and Algebra (4 th grade level).

Mary Content Area/Course Considered – Algebra I Section I: Impact of disability on classroom performance Mary is unable to decode unfamiliar words and often has difficulty understanding new vocabulary presented across all content areas. Reading comprehension is improved in the classroom setting when information is presented orally through classroom discussions, texts in audio format, and the read-aloud accommodation. In the areas of mathematics, Mary shows weaknesses in general concepts, number sense, and in the interpretation of graphs and diagrams and other pictures. Mary also has difficulty attending to operational signs and the sequencing of steps in complex operations and frequently demonstrates computation errors and the incorrect application of the correct steps needed in problem- solving.

Mary Content Area/Course Considered – Algebra I Section II: Qualifying Questions and Supporting Documentation 1. Does the student need significant instructional supports to access grade-level Standards of Learning (SOL) and show progress? Yes  No 2. Does the student need modified classroom assessments in order to demonstrate knowledge of grade level or course content? Yes  No 3. Is the student not expected to achieve grade level proficiency within the year? Yes  No

Mary Content Area/Course Considered – Algebra I Section III: Justification Statement Mary’s learning disability in mathematics has presented significant challenges as Mary engages in the grade 8 curriculum. Grade 8 mathematics includes concepts such as solving multistep equations and inequalities, graphing, visualizing three-dimensional shapes represented in two-dimensional drawings, transformations, etc. Mary’s mastery of these concepts appears to be negatively impacted by her weakness in visual- spatial processing, visual memory and processing speed. Her learning is further hampered by difficulties with sequencing and in applying operational signs. It appears, however that Mary benefits from individualized supports such as highlighting, underlining, and cues which focus her attention on critical information needed in problem solving. The use of read-aloud/ audio accommodation is not sufficient to provide access. Additional supports are needed in the testing environment to provide Mary with the opportunity to demonstrate her knowledge and skill. Based on this information the IEP team has determined that Mary is eligible for participation in the Algebra I VMAST.

Student Profile #2 - Jordon Student Grade Level – 3 rd Content Area/Course Considered – Grade 4 Mathematics Instructional Content – Grade Level Curriculum Disability – Not Specified Learner Characteristics – Difficulties in retrieving information, organizing new information, and completing tasks, interacts socially at inappropriate times Accommodations – Small setting for testing, frequent breaks, manipulatives Instructional supports and/or strategies provided – Verbal prompts. Timeframe Expected for Learning – Likely to complete in one year Assessment Performance – State assessment data not provided.

Student Profile #2 - Jordon Should the IEP team consider the VMAST Grade 4 Mathematics test for Jordon? √ YES NO Rationale: Jordon is currently being instructed in grade level curriculum. His profile suggest that although he has some of the learner characteristics (i.e. difficulties with retrieval and organization) associated with VMAST participants, measures such as the Woodcock –Johnson and classroom observations, suggest that he is making excellent progress. Accommodations and supports provided to Jordon are effective in providing access, but not considered extensive. With the progress currently being made, Jordon is likely to master grade level content in one school year. Next Steps: IEP team should strongly considered participation in the Grade 4 SOL mathematics assessment. Individual or small group testing accommodations should also be considered to reduce distractions.

Student Profile #3 - William Student Grade Level – 7 th Content Area/Course Considered – Grade 8 Mathematics Instructional Content – Grade Level Curriculum Disability – Intellectual Disability Learner Characteristics – Strong verbally, Below grade level reading skills Accommodations – Assistive Technology (Speech to Text, Spell Checker, Word Prediction Software, Dictation to a Scribe, Read/Aloud Instructional supports and/or strategies provided – Checklist with pictures of steps for solving multi-step equations Timeframe Expected for Learning – More than one year needed Assessment Performance – Passed SOL Grade 7 Reading and Math test using accommodations.

Student Profile #3 - William Should the IEP team consider the VMAST Grade 8 Mathematics test for William? YES NO √ Rationale: William is able to access the grade 8 curriculum, although he has reading skills that are significantly lower than his grade level. Assistive technology, dictation to a scribe and the read-aloud accommodations have had a positive impact on William performance across content areas, including mathematics. Performance on measure such as the STAR and Math Assessments, SOL tests and a review of the Algebra I standards suggest that William’s disability will not preclude him from meeting grade level expectations if he continues to be provided with the appropriate accommodations. Next Steps: IEP team should strongly consider participation in the Grade 8 SOL mathematics test. Accommodations used in instruction should also be considered for SOL testing.

Student Profile #4 - Amanda Student Grade Level – 7 th Content Area/Course Considered – Grade 8 Mathematics Instructional Content – Grade Level Curriculum Disability – Learning Disability in the areas of Reading and Mathematics Learner Characteristics – Poor decoding skills, Below grade level mathematics performance, Difficulty with abstract concepts. Accommodations – Books on tape, Text to Speech software, Calculator, Concrete Models, Read-Aloud. Instructional supports and/or strategies provided – Visual organizers Timeframe Expected for Learning – Assessment Performance – None provided

Student Profile #4 - Amanda Should the IEP team consider the VMAST Grade 8 mathematics test for Amanda? YES NO Rationale: Amanda is receiving grade level content instruction. Her profile states that she is easily distracted, has poor reading skills and has difficulty with abstract concepts especially in mathematics. Her current skills are well below grade level and she continues to have difficulty mastering concepts such as order of operations, single and multiple step problems. Continued use of accommodations along with additional mathematic instruction will be needed as Amanda moves forward with grade level content. Next Steps: IEP team should discuss VMAST qualifying questions along with supporting documentation. Standards-based IEP goals will also be needed. √

VMAST Implementation Implementation Schedule VMAST Mathematics Field Testing Resources

Field tests conducted for VMAST in grades 3-8 mathematics and Algebra 1 Field test conducted for VMAST in grades 3-8 reading and EOC Reading No field testing Operational VMAST assessments not yet available Operational VMAST assessments are available in grades 3-8 mathematics and Algebra I Operational VMAST assessments are available in grades 3-8 reading and mathematics, Algebra I, and EOC Reading VMAST Implementation Schedule

Available at: assessments/index.shtml Participation Criteria Practice Tests (will be updated in 2011) Practice Test Guides (will be updated in 2011) Examiner’s Manuals (will be updated 2011) VMAST Resources

Frequently Asked Questions Q. Will passing VMAST grade 8 reading and mathematics scores be used for literacy and numeracy certifications for the Modified Standard Diploma? A. Yes, high school students working toward a Modified Standard Diploma may use passing VMAST scores to fulfill the numeracy and literacy requirements. Superintendent’s Memo # dated February 18, 2011

Frequently Asked Questions Q. Will passing VMAST Algebra I and EOC English: Reading scores be used for verified credit? A. Yes, students may use passing Algebra I and end-of-course reading scores for verified credit as required for the standard and advanced studies diplomas or to fulfill the numeracy and literacy requirements of the Modified Standard Diploma. Superintendent’s Memo # dated February 18, 2011

Frequently Asked Questions Q. Since the VGLA mathematics tests will not be available in , will all of the students currently participating in VGLA mathematics tests be eligible for VMAST mathematics tests. A. No. All students currently participating in VGLA mathematics tests will not be eligible to participate in VMAST mathematics tests. VMAST is based on modified achievement standards and the VGLA is based on grade level achievement standards. Additionally, the VMAST participation criteria is different from the VGLA participation criteria.

Frequently Asked Questions Q. Can students with 504 Plans participate in the VMAST? A. No. Federal requirement restrict participation in Alternate Assessments based on modified achievement standards to a small group of students identified as disabled under IDEA.

Frequently Asked Questions Q. Is there a possibility the students with limited English proficiency will have access to the VMAST. A. If a student with limited English proficiency is also identified as a student with a disability under IDEA, he or she may be considered by the IEP team for VMAST participation. This consideration is based on the student’s disability status only.

Questions Virginia Department of Education Division of Student Assessment and School Improvement (804)