Virginia Grade Level Alternative
Virginia Substitute Evaluation Program
MUST be student generated
MUST be completed in the presence of the
teacher and/or paraprofessional
NO use of group projects and/or activities,
unless the role/contribution of the focus
student is clearly identified and presented
within the evidence
Signed Affidavit confirming that the teacher
– Fabricate, alter, or modify student work
samples, products, or data
– Describe student’s behaviors that provide a
negative image of the student, or
– Provide any accommodation/assistive device
that is not a regular part of the student’s daily
Types of Evidence
Should demonstrate knowledge and/or skills
related to the referenced SOL
Worksheets, tests, quizzes, writing samples,
Work samples should evidence a level of
individual achievement related to the
Work Sample Example
Audio must contain clips/segments of the focus
Although questions and generic prompting is
allowed, audio submissions should reflect
individual student achievement of the referenced
Audio containing more than one voice should
clearly indicate the audio parts or portions of the
Audio describing a student’s skill should be
submitted in another format (anecdotal record)
Video must contain evidence of the student
demonstrating, explaining, or responding to
questions pertaining to the referenced SOL
Video of more than one student should
clearly identify the focus student
If video contains an interview format, the
video should be of the focus student
responding to interview questions
6.7 The student will investigate and understand
the natural processes and human interactions that affect
watershed systems. Key concepts include
The teacher/paraprofessional may make an
anecdotal record of an individual student’s
achievement of a skill or knowledge
The anecdotal record should contain
descriptions of the observed skill and/or
Should contain “matter of fact” language
and not reflect a judgment of skill level (i.e.
“Susie was able to mix the solutions
together very well.”)
Anecdotal Record Example
12/5/2004 Anecdotal Record of 3rd Grade History Walk-about
Student Name: John Smith
SOL 3.7 The student will explain how producers use natural resources (water, soil,
wood, and coal), human resources (people at work), and capital resources (machines,
tools, and buildings) to produce goods and services for consumers.
The entire third grade history group went outside to walk behind the school to identify
resources as natural, human, or capital.
John was excited about being outside and had trouble staying with the group. John was
working with a peer student in walking towards the baseball field. I asked John, "What
type of resource is the corn field behind the baseball diamond?"
John responded, "The corn field is a natural resource cause it has dirt and water
I continued, "How do you know there is water underneath the corn field?"
John replied, "Cause stuff, corn, is growing in it."
I asked John another question, "What about the school buses on the side of the building,
what type of resource are the school buses?"
John said, "It's a bus. A machine."
I asked John, "What type of resource is a machine?"
John stated, "Capital"
I asked John, "Why?"
John stated, "Cause you can do things with it. Make kids go home. Run it."
I asked John, "Am I a resource?"
John laughed and said, " You are a human being resource."
Can be administered by the teacher and/or
Should follow a question and answer format
Interview sheets should contain verbatim
exchanges between the focus student and
Virginia Grade Level Alternative Interview
Student: John Smith
Interviewer: Mrs. Smarty
5.4 The student will read fiction and nonfiction with fluency and accuracy.
a) Use context to clarify meaning of unfamiliar words.
b) Use knowledge of root words, prefixes, and suffixes.
c) Use dictionary, glossary, thesaurus, and other word-reference materials.
Question 1: What was the name of the story we just read?
John: "It was called Inventors and Inventions"
Question 2: Did you like this book?
John: "Yes, because I am an inventor and making new stuff all the time. I have made
stuff that will make me a bunch of money."
Question 3: Did you remember any of the new words you found in this book?
John: "Yes, we put them in my word book. I can read some of them okay? Do you want
me to read from my book?"
Response: "That's okay, John. I want to know how you figured out what your new words
meant. Can you tell me what you did?"
John: " Well, I looked in my book, then we looked in the dictionary."
Question: What was a new word for you? What was one of the words you put into your
Question: Did you see anything in the Inventors and Inventions book that helped you
understand your new word, contraption?
John: " Yes, the other words were about things. A gadget. A gadget is like a thing,
something like a knob or something. So a contraption is like a gadget.
Question: So, how would you define the word contraption?
John: "Yes, it's like a gadget or thing or something. You know, like something new that
does something it didn't before. You could mess with it or something and it would be a
gadget, or a contraption."
Should clearly show a student’s work
product or process
Focus student should be clearly identified
Should be captioned to describe the
knowledge or skill being demonstrated
and any other needed information
Should reflect student’s skills and/or
knowledge and may be generated by
the teacher and/or student
A chart or graph that simply indicates a
student's level of progress on a specific
skill may not provide enough
Should demonstrate clear evidence of
individual achievement of the SOL
Evidence submitted must demonstrate
knowledge and/or skill in the SOL
Many SOLs from various grades or
specific content areas may be
evidenced by one submitted work
– Example: A student’s experiment on video
may demonstrate understanding of
scientific investigation and concepts
involved in the actual experiment.
The VGLA/VSEP gives the student the ability
to demonstrate what he or she knows through
a non-traditional means
This does not mean that the student does not
have to “know” the material
It simply means that the student is able to
prove that he or she knows the content
through products and/or work samples
demonstrating his or her understanding or
Should a student not have evidence for
one or more standards contained in the
blueprint, the student may simply
indicate that no evidence is being
submitted for that particular standard of
Evidence should demonstrate the full
and complete knowledge and/or skills
attained by the student in the SOL
Exclusion of too many SOLs within the
evidence submitted would result in a
score of Fail/Does Not Meet based on
the scoring rubric