Form Affidavit

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					 School-Based
  Assessment
 Team Training

  VGLA & VAAP

Richmond Public Schools
    October 17, 2005
 School-Based Teams will be
        equipped to
 Provide technical assistance to teachers
  collecting evidence for the VGLA and
  VAAP.

 Monitor the development of VGLA and
  VAAP collections of evidence.

 Obtain and use the assistance of Rapid
  Response Teams.
 School-Based
Oversight Teams
             Presenter:


         Sharon E. Siler
        Exceptional Education
         and Student Services
     What is a School-Based
       Oversight Team?

 A group of 2-5 building level staff
  persons.

 Administrators, Special Educators,
  General Educators, Title One Staff
  Why were School-Based
Oversight Teams Established?
 To manage the large number of portfolio-
  based assessments.

 To ensure division-level consistency.

 To support the achievement of students
  with disabilities.

 To support school accreditation and AYP
   Responsibilities of School-
    Based Oversight Teams
 To oversee and regularly monitor the
  development of collections of evidence for the
  VGLA and the VAAP.

 To complete and submit monitoring documents
  to principals and Division Oversight Team each
  nine weeks.

 To ensure the follow-through of
  recommendations of Rapid Response Teams
  and Division technical assistance providers.
    Responsibilities of School-
     Based Oversight Teams
 To select a team member to serve as the contact person
  for the Division Oversight Team.

 To provide technical assistance and support for teachers
  participating in the VGLA and the VAAP.

 To ensure that VGLA collections of evidence reflect
  grade level Standards of Learning and division
  procedures.

 To ensure that VAAP collections of evidence reflect
  aligned Standards of Learning and division procedures.
       Virginia Grade Level
      Alternative Assessment
      Presenters

    Sharon E. Siler
Exceptional Education and
     Student Services


   Maria Crenshaw
       Instruction


    Richard Staton
       Instruction
       Virginia Grade Level
      Alternative Assessment
 Newest assessment in the Virginia
  Assessment and Accountability System.

 Used as an “alternative” to paper and pencil
  and/or online versions of SOL tests.

 A portfolio-based assessment of grade-level
  SOL content.
       Virginia Grade Level
      Alternative Assessment

 Available for students with disabilities in grades
  3 - 8 who are instructed in grade level SOL
  content for English (Writing and/or Reading),
  Math, Science, History/Social Science.

 Serves students who do not qualify for the the
  VAAP and can not demonstrate proficiency on
  the SOL assessments even with
  accommodations.
      Virginia Grade Level
     Alternative Assessment

 Locally submitted and scored using an online
  system.

 Scores used in AYP and accreditation
  calculations.

 Not held to the 1% cap.
    SOL Assessment Beginning
           2005-2006
3rd Grade                 6th Grade
    English 3                 English 6 - Reading
    Math 3                     Math 6
    Science 3                 US History 1
    History 3

4th Grade                 7th Grade
    English 4 – Reading       English 7 - Reading
    Math 4                    Math 7
    Va Studies                US History 2

5th Grade                 8th Grade
    English 5 – Reading       English 8 - Reading
    English 5 – Writing       English 8 - Writing
    Math 5                    Math 8
    Science 5                 Science 8
                              Civics and Economics
      Participation Decisions

 Participation in the VGLA can only be
  determined by an IEP or 504 committee.

 Participation must be made on individual test-
  by-test basis.

 Participation decisions must be documented in
  the current IEP on the IEP-Online system.
          Participation


The IEP team or 504 committee must
first consider participation in the SOL
assessments with standard and/or non-
standard accommodations prior to
considering the VGLA as an option.
               IEP Meetings

   Prepare the IEP Meeting Notification Form.
   Attach the VGLA brochure.
   Discuss VGLA participation criteria using form.
   Complete form.
   If student meets criteria, document decision
    on IEP-Online by completing State
    Assessment and Prior Notice Consent page.
   Maintain copy of completed Participation
    Criteria form for portfolio.
      Richmond Public Schools
    VGLA Participation Criteria Form

Content Area(s) Considered
 The student has a current IEP or 504 plan.
 The student demonstrates his/her individual
   achievement on SOL content through means
   other than multiple choice formats.
 As a results of a disability, the student is
   unable to demonstrate individual achievement
   on the SOL tests for assigned content or
   grade level using available standard and/or
   nonstandard accommodations and/or
   formats.
         ALL VGLA Evidence

 MUST be student generated.
 MUST be completed in the presence of the
  teacher or authorized school staff.
 MUST demonstrate knowledge and/or skill in
  the SOL addressed.
 MUST not include group projects unless the
  contribution of the student is clearly identified.
 May prove the student’s knowledge of more
  than one SOL.
  Standards to be Evidenced

 Standards evidenced are those
  standards contained in the SOL
  Blueprint for the specific grade level
  content being assessed.
 Any standards excluded from the test
  and noted in the blueprint as “SOLs
  Excluded From the Test” would not need
  to be evidenced by the student.
      Underlying Principles


 Participating students have been
  instructed in grade-level SOL content.

 Participating students have
  demonstrated proficiency in SOL grade-
  level content.
 VGLA Collection of Evidence
       may include
 Work Samples
 Audio-tapes
 Video-tapes
 Photographs
 Interviews
 Anecdotal Records
 Charts/Graphs
            Work Sample

 Must be related to a specific grade level
  SOL.

 Should evidence the student’s level of
  individual achievement and knowledge
  on the referenced SOL.
           Work Samples

Examples
 Worksheets
 Tests/Quizzes
 Writing Samples
 Book Reports
 Drawings
 Diagrams
              Audiotape


 Audiotapes can only contain information
  or work generated by the student;
  however, it is acceptable for school
  personnel to read questions to the
  student. The student is not permitted to
  use cue card or notes.
              Audiotape

Examples…
 Student answers questions on a specific
  topic.
 Student reads a selection aloud.
 Student describes a procedure.
 Student demonstrates understanding of
  vocabulary words and concepts.
 Student answers true/false questions.
              Videotape


 Video tapes can only contain information
  or work generated by the student;
  however, it is acceptable for school
  personnel to read questions or interview
  the student.
 Note: A signed photo permission form is
  needed.
                 Videotape

Examples…
 Student completes a math computation at the
  blackboard.
 Student explains directionality using a wall map.
 Student conducts a scientific experiment and
  explains the steps.
 Student is interviewed on the parts of a short
  story.
                Photographs

 Student or student’s work which shows
    attainment of an SOL.
   Must include a caption which describes the
    knowledge or skill being demonstrated.
   Caption may include other pertinent information
    such as accommodations and supports used.
   Focus student should be clearly identified.
   Note: A signed photo permission form is
    required.
            Photographs

Examples…
 Picture of a science project completed
  by the student.
 Picture of a student creating three
  dimensional geometric figures.
 Picture of a student locating words in
  the dictionary.
                   Interview

 Can be administered by the teacher or other
    school personnel.
   Should follow a question & answer format.
   Should contain verbatim exchanges between
    the student and the interviewer.
   Questions should be prepared in advance so
    that they adequately cover the SOL.
   Interviews may be audio-taped or video-taped.
   The SOL should be stated and/or written at the
    beginning of the interview.
         Anecdotal Record
 May be completed by teacher or school
  personnel.

 Should contain description of an
  observed SOL skill or/knowledge.

 Should contain “matter of fact” language
  and not a judgment of a skill level. For
  example: “Sue worked hard on her
  report.”
 Example of Anecdotal Record

SOL 5:13 – Measure and draw right, acute and
  obtuse angles and triangles using appropriate
  tools.

 March 1, 2005: During math lesson, Maria was asked to
  create three types of angles using the appropriate tools.
  Maria picked up the protractor and created an acute angle
  of 35 degrees, right angle at 90 degrees and a 125 obtuse
  angle. Each of these was correctly done.

 March 8, 2005: Maria was asked to measure 5 different
  types of triangles. Maria identified 4 out of 5 correctly.
             Charts/Graphs

 Should not focus on student progress on
  a skill.

 Should reflect student skills and/or
  knowledge and may be generated by the
  teacher and/or student.

 Should indicate clear individual
  achievement of the SOL referenced.
           Charts/Graphs

Examples

 Student generated Venn Diagram.


 Student plots coordinate points.


 Student creates a historical timeline.
Required VGLA Forms
 Student Demographic Form


 Participation Criteria Form


 Affidavit of Student Performance Form


 Content Summary Form
                All VGLA Evidence

 Must be referenced on the Content Area
   VGLA Evaluation Summary Form.

 Must include a completed DIS label.


 Must demonstrate student’s full and complete knowledge of
   Standards of Learning.

 May be used to evidence more than one SOL.


 May be used to infer student knowledge.


 Must show work in line with the Pacing Chart.
Questions & Answers
2004-05 VGLA Performance

                 Presenter:

              Sharon E. Siler
             Exceptional Education
               & Student Services
Richmond Public Schools
      Implementation 2004-05
 16 Schools
     3 Middle Schools
     11 Elementary Schools
      2 Special Schools


 125 Participants
     37 Middle School Students
     88 Elementary Schools Students
Richmond Public Schools
     Implementation 2004-05
            Content Areas

 Reading
 Mathematics
 Social Studies
 Science
 US History
 Writing
            RPS Performance
GRADE 3      Passing   GRADE 5    Passing

  English     100%      Reading     79%


  History     100%      Writing     13%


  Math         71%      Math        83%


  Science      100%     Science     53%
            RPS Performance
GRADE 8        Passing       Overall
  Reading       100%         Division
  Writing       100%        Pass Rate
                         Based on 225 Collections
  Math           93%

  US History    100%
                          81.7%
    Division Keys To Success

 VGLA Division Oversight Team
 Standardized Local Process
 Teacher Training/Work Sessions
 VGLA Implementation Manual
 VGLA Brochure
 VGLA Website
 Effective School-Based Strategies
 School Based
Keys to Success
           Presenters:


         Thomas Beatty
         Thompson Middle
              School


         Susan Stokes
         Overby-Sheppard
         Elementary School
LUNCH
What Should You Look for in
   VGLA Collections?
                    Presenters:

                   Sharon Siler
              Exceptional Education and
                   Student Services

                Maria Crenshaw
                     Instruction

                 Richard Staton
                   Instruction
  Documentation of Participation
 A Completed VGLA Participation Form


      Content Area Clearly Identified

      All Boxes Checked “Yes”

      Signatures of IEP Team Members

                 PARTICIPATION MUST BE
                DOCUMENTED ON THE IEP!
              Evidence


 Coverage of all standards on the SOL
  Blueprint
 Completed DIS Stickers
 Correctly Graded Work
 Completed Expanded VGLA Worksheet
 Student Generated
Data Identification System
       (DIS) stickers

 - DIS stickers are REQUIRED to be
   placed on each piece of evidence
   submitted for the VGLA.

 - Evidence without DIS stickers may
   NOT be considered in scoring entries.
       Data Identification System
              (DIS) Sticker
Content Area being
submitted

Standard of Learning
being defended
                                          VGLA/VSEP DIS

Bullet of SOL being             Content Area:
                                SOL:
defended (if applicable)        Bullet:
                                Inferred:     Demonstrated

Check one or both




                     Example:              VGLA/VSEP DIS
                                 Content Area: Mathematics
                                 SOL: 8.14
                                 Bullet: b
                                 Inferred:      Demonstrated   
          Required Forms

 VGLA Participation Criteria Form


 Affidavit of Student Performance


 Demographic Data Sheet


 Expanded VGLA Worksheet
         EXPANDED VGLA
          WORKSHEET

 Serves as a cover sheet for all of the evidence
  presented for a specific content area.

 Organizes the evidence in relation to the
  standards of learning included in the Blueprint.

 Identified which standards do not have
  evidence.
            VGLA Scoring Rubric
Score                             Descriptors
        There is little evidence that the student has demonstrated the skills and
  1     knowledge stated in the SOL being addressed, and it is clear that the student
        is not proficient in most of the skills and knowledge stated in the standard(s).

        There is some evidence that the student has demonstrated the skills and
  2     knowledge state in the SOL being addressed, but it is clear that the student is
        not proficient in many of the skills and knowledge stated in the standard(s)

        There is adequate evidence that the student has demonstrated the skills and
  3     knowledge stated in the SOL being addressed, and it is clear that the student
        is proficient in most of the skills and knowledge stated in the standard(s).

        There is ample evidence that the student has demonstrated the skills and
  4     knowledge stated in the SOL being addressed and is proficient in all of the
        skills and knowledge stated in the standard(s).
                Scoring Activity

 Small groups of 2-5
    members
   Select a team leader
   Review the Scoring
    Rubric
   Examine and discuss
    the evidence
   Assign a score point
    (1-4)
  Scoring VGLA Evidence


 Scoring Activity #1 (G001)
  K.9 The student will tell time to the
  hour, using an analog or digital
  Clock.
  Scoring VGLA Evidence

 Scoring Activity #2 (G004)
  5.19 The student will find the mean,
  median, mode, and a range of a set of
  data.
  Scoring VGLA Evidence

 Scoring Activity #3 (G009)
   The student will read and interpret data
    represented in line plots, bar graphs,
    and picture graphs and write a sentence
    analyzing the date.
  Scoring VGLA Evidence
 Scoring Activity #4 (G011)
  5.1 The student will plan and conduct
 investigations in which
 a) appropriate instruments are
 selected and used for making
 quantitative observations of length,
 mass, volume, and elapsed time.
  Scoring VGLA Evidence

 Scoring Activity#5 (G012)
 2.6The student will demonstrate map
 skills by constructing simple maps,
 using title, map legend, and compass
 rose.
Questions & Answers
                  Next Steps

 Register Teachers for Training 10/19 & 10/24

 Complete the Assessment Summary Form
  (Master List)

 Select A Contact Person for Your Team


 Review Collections for SOL covered for the 1st
  Nine Weeks and complete Summary form.
        Next Steps

School-Based Team Training
    Follow-Up Session

   Richmond Technical Center
           Room 201
       December 6, 2005
        8:00 AM - Noon
              Resources

 Division Oversight Team
 Distribution of Materials
 RPS VGLA Website
 VDOE Website: www.pen.k12.va.us
 TTAC Online: www.ttaconline.org
 VGLA Implementation Manual
Thanks for Being A Great
       Audience

				
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