2013-2014
ADMINISTRATOR
ALTERNATE/ALTERNATIVE
ASSESSMENT
UPDATE TRAINING
Virginia Department of Education
2013
Administrator Alternate/Alternative
Assessment Update Training
2
Welcome to Today’s Presentation
We will be starting the training shortly. If you have not
already called into the conference number,
please call: 1-877-554-0877
Conference Code 319-358-4483
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Presentation
3
If you did not receive the
power point for this
presentation, please e-mail
Laura.ericksen@pearson.com
Web Conference Schedule
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
Session 1 – August 13, 2013 9:30 – 11:30 AM

Session 2 – August 14, 2013 9:30 – 11:30 AM

Session 3 – August 20, 2013 1:30 – 3:30 PM

Session 4 – August 21, 2013 1:30 – 3:30 PM
During this web conference ...
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
Pearson will mute your phone line. If you
join the presentation after phone lines
have been muted, please mute your line
by pressing *6.

Time will be allotted for questions at the
end of each assessment program update.
Purpose of this Training
6

To update DDOTs, Special Education Directors, Title
III Coordinators, and instructional leaders on
pertinent issues and changes regarding the Virginia
Grade Level Alternative (VGLA), the Virginia
Substitute Evaluation Program (VSEP), the Virginia
Alternate Assessment Program (VAAP), and the
Virginia Modified Achievement Standards Test
(VMAST).

Administrators are expected to share this
information with other school leaders, teachers, and
parents.
Program Updates will include…
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Program Overview and Eligibility Information

What’s New for 2013-2014

Important Reminders

2013-2014 Important Dates

Information from 2012-2013 Scoring
2013-2014 Implementation Manuals will be referenced throughout the presentation. Implementation manuals are
available locally from the Division Director of Testing and on the Virginia Department of Education web-site at
http://www.doe.virginia.gov/testing/alternative_assessments/index.shtml
8
VGLA 2013-2014
Program Update
VGLA 2013 - 2014
9
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An evidence-based alternative assessment for the
Standards of Learning (SOL) tests
Available to eligible students with disabilities in grades 38 in Science, Writing, and History/Social Science
Available to eligible Limited English Proficient (LEP)
students in grades 3-8 in Reading only
No program changes will be implemented in 2013-2014
2013 – 2014 VGLA Implementation Manual –p. vii
Students with Disabilities
10
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Eligibility determined by IEP Team/504 Committee and
documented in the IEP or 504 plan.
Eligibility determinations must be made on an individual and
course-by-course basis.
Eligibility must be based on Participation Criteria qualifying
questions, supporting documentation, and justification
statement.
Participation Criteria forms and additional information are
provided in the Procedures for Participation of Students with
Disabilities in Virginia’s Accountability System available at
www.doe.virginia.gov/testing/participation/index.shtml
2013– 2014 VGLA Implementation Manual –p. 1
Students with Disabilities
11
VGLA participation is determined by grade level and courses:

Grade 3 – Science and History/Social Science

Grade 5 – Writing and Science

Grade 8 – Writing and Science

VGLA Content Specific History (Virginia Studies, United States
History I, United States History II, and Civics & Economics) may be
provided to students with disabilities at the same grade levels as
their non-disabled peers.
2013-2014 VGLA Implementation Manual – p. 1
LEP Students
12


Eligibility for VGLA Reading must be determined by the
LEP team and documented in the student’s LEP plan.
Eligibility decisions are based on:
•
•
•
WIDA ACCESS for ELLs Composite Score OR
WIDA-ACCESS Placement Test (W-APT) OR
WIDA Measurement of Developing English Language (Model)
Assessment
Additional information is available in Limited English Proficient
Students: Guidelines for Participation in the Virginia Assessment
Program available at
www.doe.virginia.gov/testing/participation/index.shtml
2013-2014 VGLA Implementation Manual – p. 1
LEP Students with Disabilities
13

Referred to as “dually identified” students

IEP/504 committees and LEP committees must work
collaboratively to determine VGLA Reading
participation and accommodations based on LEP and
disability statuses.
Assessment participation and accommodations must
be documented in the IEP/504 plan and the LEP
Assessment Participation Plan.

2013-2014 VGLA Implementation Manual – p. 1
Important Reminders
14
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Anecdotal records and captioned photographs are not allowed
as VGLA evidence.
VGLA evidence must be collected under “ Testing Conditions” in
which the student does not have access to materials or
resources that would provide an unfair advantage.
Multiple attempts to complete the same work sample are not
allowed.
Collections of Evidence (COE) should be monitored during
development and pre-scored prior to scoring.
2013-2014 VGLA Implementation Manual – p. ix
Important Dates VGLA 2013-2014
15
Oct. 1-2, 2013
VGLA Range-finding (Grades 3-5)
Oct. 22-23, 2013
VGLA Range-finding (Grades 6-8)
January 2- June 6,
2014
Register students for 2014 VGLA COE submissions (via
Student Data Upload or manually)
Jan. 28 &29, 2014
VGLA Scoring Training Sessions 1 and 2
March 31-June 6, 2014
VGLA Score Entry
June 17, 2014
Shipping materials for COE selected for audit arrive in
divisions
June 23, 2014
Deadline to ship COE selected for audit to Pearson
July 16, 2014
Preliminary score reports available in Pearson Access
Supt. Memo #148-13 –May 31, 2012
Supt. Memo #148-13 –May 31, 2012
Scoring Issues from
2012 -13 VGLA Audit
16
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
Evidence failed to address: appropriate Depth of
Knowledge
Evidence violated Scoring Rule 1 (Student-Generated
Work)
•
•


Use of open-book
Use of hints or clues
Evidence showed multiple attempts
Incomplete Student Evidence Identification (SEI)Tags
•
Bullets not specified
Depth of Knowledge
17
 Students are expected to demonstrate the depth of
knowledge addressed by the SOL when completing work
samples for the VGLA COE.
 If a work sample in the evidence does not demonstrate the
depth of knowledge addressed by the SOL, the highest score
point the student can achieve is “1.”
Depth of Knowledge
18
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
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All elements of the SOL stem and bullets must
be demonstrated.
Key verbs specified in the SOL indicate the
cognitive demand that is expected.
Helpful resources:
•
•
VGLA Implementation Manual (Appendix B)
SOL Curriculum Frameworks and SOL Enhanced Scope and Sequence
www.doe.virginia.gov/testing/sol/standards_docs/index.shtml
•
Enhanced Scope and Sequence Plus
•
www.ttaconline.org/staff/sol/sol.asp
Depth of Knowledge Categories
Higher Order Thinking
Analysis, Synthesis & Evaluation
Application
Using known information
to solve new problems
Comprehension
Using recall information in a basic way
such as explaining a concept in one’s own words
Recall
The lowest level of cognitive process
involves remembering information
19
Sample Key Verbs
Higher Order Thinking
Analyze, Arrange, Categorize, Compare & Contrast, Conclude, Construct,
Create, Diagram, Differentiate, Discriminate, Justify, Plan, Synthesize
Application
Compute, Demonstrate, Estimate,
Give Examples, Graph, Illustrate, Interpret,
Investigate, Predict, Solve, Use, Verify
Comprehension
Classify, Collect, Compare, Conduct, Contrast,
Describe, Explain, Interpret, Locate, Order, Rephrase, Sequence,
Summarize
Recall
Choose, Define, Identify, Label, List,
Match, Observe, Quote, Recite, Select, State
20
Depth of Knowledge
(Recall Demonstrated)
21
Science SOL 2.3 The student will investigate and understand basic properties of solids, liquids, and gases.
Key concepts include a) identification of distinguishing characteristics of solids, liquids, and gases;
Distinguishing characteristics are identified (recall).
Depth of Knowledge
(Comprehension Demonstrated)
22
Science SOL 2.3. The student will investigate and understand that matter is anything that has mass and takes up
space; and occurs as a solid, liquid, or gas. Key concepts include a) distinguishing properties of each phase of
matter;
Some properties are distinguished (comprehension).
Depth of Knowledge not Demonstrated
23
US. II.3 The student will demonstrate knowledge of the effects
of Reconstruction on American life by analyzing
the impact of the 13th, 14th, and 15th Amendments
to the Constitution of the United States.
The student is
expected to demonstrate
Higher Order Thinking
Basic Provisions of the Amendments
Only Recall understanding
is demonstrated
th
th
th
Word bank: 13 Amendment 14 Amendment 15 Amendment
Directions: Fill in the blanks with the correct answer.
Depth of Knowledge not Demonstrated
24
US II.3 The student will demonstrate knowledge of the effects of
Reconstruction on American life by describing the legacies of
Abraham Lincoln, Robert E. Lee, and Frederick Douglass.
The student is expected to
demonstrate comprehension
Only Recall
understanding is
demonstrated
Scoring Rule 1 Violations
Evidence must be Student-Generated
25
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If the work sample is copied from sources such as the
chalkboard/dry-erase board, texts, or computer, the work
cannot be considered in scoring.
If the work sample is based on a take-home test, open-book
text, or homework, the work cannot be considered in scoring.
If the work sample includes examples or directions with hints,
clueing, or prompts that would provide answers or unfair
advantage, the work cannot be considered in scoring.
If the work sample is done as a part of a group project or
assignment and the contribution of the student is not clearly
identified, the work cannot be considered in scoring.
Text Pages/Study Guides
26
Access to textbook
is provided to
answer questions.
Hints and Clueing
27
The definition of quotation and
information on correct
punctuation is provided.
Hints and Clueing
28
Information about
Columbus’ voyages is
provided to answer
questions.
Multiple Attempts
29
Student is given
two attempts
on the same
worksheet.
30
VGLA Questions
Please type your questions
into the Chat Window and
send to the host and presenter.
31
VSEP 2013 -2014
Program Update
VSEP 2013 - 2014
32



An evidence-based alternative assessment for the
Standards of Learning (SOL) tests
Available to:
•
eligible students with disabilities enrolled in courses or those who
have passed courses with End-of-Course SOL assessments and
•
students in grades 9-12 who need grade 8 numeracy and literacy
certification for the Modified Standard Diploma
Available with special permission for students with
disabilities in grades 3-8 in mathematics and reading
2013 – 2014 VSEP Implementation Manual –p. 1
What’s New for 2013-14
33

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

VDOE will consider requests from school divisions to allow
evidence presented in a multiple-choice format for selected
students participating in the VSEP End-of-Course Writing
assessment.
Requests of this type may be appropriate for students with
significant physical disabilities.
Written requests must be submitted by the Director of Special
Education to the Division of Student Assessment and School
Improvement prior to the development of the Evaluation Plan
Worksheet.
This request is NOT an option for other End-Of-Course VSEP
assessments.
2013-2014 VSEP Implementation Manual, p. 8
VSEP Courses
34
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English: Writing
English: Reading
Algebra I
Algebra II
Geometry
Biology
Earth Science
Chemistry
Virginia and United States History
World History I
World History II
World Geography
2013 – 2014 VSEP Implementation Manual –p. 1
List of the Content Areas and
Corresponding Standards Available
for VSEP Course Work Compilations
(CWC)Submissions for the 20132014 Administrations
Students in grades 9-12
VSEP CWC Submissions
Current Standards
Students in grades 9-12
VSEP CWC Submissions
Previous Standards
Numeracy- Grade 8 Mathematics
(2009)
Numeracy- Grade 8 Mathematics
(2009)
Literacy- Grade 8 Reading (2002)
Literacy- Grade 8 Reading (2002)
The SOL defended in the
student’s CWC will depend
on when the student was
enrolled in the course.
EOC Writing (2010)
EOC Writing (2002)
EOC Reading (2010)
EOC Reading (2002)
Algebra I (2009)
Algebra I (2001)
Students may be working on
previous standards dating
back to 2001.
Geometry (2009)
Geometry (2001)
Algebra II (2009)
Algebra II (2001 Revised)
Earth Science (2010)
Earth Science (2003)
To ensure students defend the
appropriate standards
teachers should refer to the
2013-2014 VSEP
Implementation Manual,
p. 6 - 8.
Biology (2010)
Biology (2003)
Chemistry (2010)
Chemistry (2003)
Virginia & U. S. History (2008)
Virginia & U. S. History (2001)
World History I (2008)
World History I (2001)
World History II (2008)
World History II (2001)
World Geography (2008)
World Geography (2001)
35
•
•
•
VSEP Courses
36
Grade 8 content areas for the Modified Standard Diploma
 Reading ( Literacy)
 Mathematics ( Numeracy)
The modified standard diploma is only available to students who
entered the 9th grade for the first time prior to the 2013-2014
school year.
Grade 3-8 Special Permission
 Reading
 Mathematics
2013 – 2014 VSEP Implementation Manual –p. 1
Typical VSEP EOC Students
37
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Are able to demonstrate achievement in grade
level content;
Are not able to access SOL tests even with
accommodations due to the nature of their
disabilities;
Need an alternative method of demonstrating
knowledge and skill.
Typical VSEP
Special Permission Students
38


Performs on grade level for the SOL in the
subject/course to be assessed;
May have a new disability, a rapid deterioration of
sensory functions, or a unique and/or challenging
disability that precludes access to the SOL even with
accommodations.
2013-2014 VSEP Implementation Manual, p. 1
Eligibility Process
39



The IEP Team/504 Committee members complete the
Intent to Participate form;
The DDOT and Special Education Director review the form
and the DDOT submits to the VDOE through the Single
Sign-on Web Systems (SWSS)Drop Box;
VDOE staff review the form to determine if the student
has been selected based on VSEP participation criteria
with supporting documentation and justification;
2013 – 2014 VSEP Implementation Manual –p. 2- 5
Eligibility Process
40
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Review results are returned to the DDOT;
Once approval is received, the VSEP Evaluation
Plan/Worksheet is developed by the content
teacher and the special education teacher;
Evaluation Plan/Worksheet is submitted for local
review.
2013– 2014 VSEP Implementation Manual –p. 2- 5
VSEP Resubmissions
41



Failing CWC can be resubmitted with additional
evidence
Intent to Participate form must indicate resubmission
The VSEP Evaluation Plan/Worksheet and the
resubmitted evidence must address SOL that received a
failing or low score in the original submission.
2013-2014 VSEP Implementation Manual, p. 22
VSEP Request for Rescore
42
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Divisions may request a failing VSEP CWC to be rescored if there is
agreement between 2 division staff members with content expertise
and knowledge of the VSEP rubric that the CWC should have received
a higher score.
Requests must be reviewed and approved by the division before
submission to Pearson.
DDOT must assure that the original evidence is submitted for rescore
and has not been changed in any way.

February 28, 2014 – Fall Request for Rescore Due Date

July 2, 2014 – Spring Request for Rescore Due Date
2013-2014 VSEP Implementation Manual, p. iii & 22
Important Reminders
43
•
•
•
•
Anecdotal records, captioned photographs, and work samples in
a multiple-choice format are not allowed as VSEP evidence.
VSEP evidence must be collected under “ Testing Conditions” in
which the student does not have access to materials or resources
that would provide an unfair advantage.
Multiple attempts to complete the same work sample are not
allowed.
CWC should be monitored during development and pre-scored
prior to submission for scoring.
•
2013-2014 VSEP Implementation Manual, p. x
Important VSEP Dates for Submission of
Intent to Participate Forms
44
• Students enrolled in Year long Courses
Divisions are encouraged to submit as • Students enrolled in 1st
early as possible. Late submissions will
Semester Block Classes
be reviewed only if there are
• Fall Term Graduates
October 4, 2013
extenuating circumstances.
• Resubmissions considered for fall semester
February 7, 2014
• Students enrolled in 2nd
Divisions are encouraged to
Semester Block Classes
submit as early as possible. Late • Spring Term Graduates
submissions will be reviewed only • Resubmissions considered
if there are extenuating
for Fall semester (Except for fall
circumstances.
2013 resubmissions)
February 21, 2014
• Resubmission of fall 2013
CWC
Scoring Issues from
2012 - 13 VSEP Scoring
45
:


Evidence fails to address appropriate Depth of
Knowledge
Evidence violates Scoring Rule 1 (Student-Generated
Work)
•
•
Use of open- book resources
Use of web-based resources
Depth of Knowledge Categories
Higher Order Thinking
Analysis, Synthesis & Evaluation
Application
Using known information
to solve new problems
Comprehension
Using recall information in a basic way
such as explaining a concept in one’s own words
Recall
The lowest level of cognitive process
involves remembering information
46
Depth of Knowledge
47
All elements of the SOL stem and bullets must
be demonstrated.
Key verbs specified in the SOL indicate the
cognitive demand that is expected.


Helpful resources:
•
Depth of Knowledge Categories Based on Bloom’s Taxonomy
VSEP Implementation Manual (Appendix F)
The list of verbs in each knowledge category has been expanded.
•
SOL Curriculum Frameworks and SOL Enhanced Scope and Sequence
www.doe.virginia.gov/testing/sol/standards_docs/index.shtml
•
SOL Enhanced Scope and Sequence Plus
www.ttaconline.org/staff/sol/sol.asp
Key Verbs
Higher Order Thinking
Analyze, Arrange, Categorize, Compare & Contrast, Conclude, Construct,
Create, Diagram, Differentiate, Discriminate, Justify, Plan, Synthesize
Application
Compute, Demonstrate, Estimate,
Give Examples, Graph, Illustrate, Interpret,
Investigate, Predict, Solve, Use, Verify
Comprehension
Classify, Collect, Compare, Conduct, Contrast,
Describe, Explain, Interpret, Locate, Order, Rephrase, Sequence,
Summarize
Recall
Choose, Define, Identify, Label, List,
Match, Observe, Quote, Recite, Select, State
48
Depth of Knowledge not Demonstrated
49
VUS. 9 The student will demonstrate knowledge of the emerging role of the United
States in world affairs by
b) evaluating United States involvement in World War I, including Wilson’s Fourteen
Points, the Treaty of Versailles, and the national debate over treaty ratification and
the League of Nations.
The student is expected to
demonstrate Higher
Order Thinking
Only Comprehension is
demonstrated
Open-Book Resources
50
.
Access to information
is provided from the
text.
Web-based Resources
51
.
Internet access is
provided to complete
the worksheet.
Video Guides
52
Access to a video guide
is provided to answer
the questions.
53
VSEP Questions
Please type your questions into
the Chat Window and send to
the host and presenter.
54
VAAP 2013-2014
Program Update
VAAP 2013-2014
55




An evidence-based alternative assessment for students with
significant cognitive disabilities
Available to eligible students with disabilities in grades 3-8
and high school who are working on academic content reduced
in depth and complexity
Available in reading, writing, mathematics, science and history
High school students participating in VAAP must submit
Collections of Evidence (COE) that include reading, writing,
mathematics, science and history/social science by the end of
their 11th grade school year or according to a schedule
determined by the local school division.
VAAP
Division Flexibility for High School
56



Divisions have the option either to continue the submission of
required VAAP content areas in grade 11 only or to develop a
schedule in which one or more content areas are submitted in grades
9, 10, or 11.
For example, the division may determine that VAAP Science will be
collected in grade 9, History/Social Science in grade 10, and
Reading, Writing, and Mathematics in grade 11. The Division
Director of Testing (DDOT) should notify the Virginia Department of
Education by September 30, 2013, regarding the schedule the
division will implement for the 2013-2014 school year.
Divisions should fill out the 2013-2014 Division High School
Collection of Evidence Submission Schedule and submit using the
Single Sign-on for Web Systems (SSWS) Dropbox to the attention of
Lia Mason. Please consult your DDOT for your division’s schedule.
Eligibility
57


Participation is determined by the IEP team based on the
VAAP participation criteria.
Participation Criteria forms and additional information
are provided in the Procedures for Participation of
Students with Disabilities in Virginia’s Accountability
System available at
www.doe.virginia.gov/testing/participation/index.shtml
What’s New for 2013-2014
58
Student Evidence
 Multiple attempts by students to complete the same
work samples via worksheets, tests, or quizzes are
not accepted as evidence. Work samples that are
submitted as evidence must not have been
attempted before by the student individually or as
a member of an instructional group.
2013-2014 VAAP Implementation Manual, p. vii
What’s New for 2013-14
59
Local Scoring of VAAP Collections
 In 2013-2014, local school divisions will resume
scoring all VAAP Collections of Evidence (COE).
Audits of selected VAAP COE will be conducted in
June. The purpose of the audit is to ensure that the
school division scorers are appropriately applying
the scoring rubric to student evidence.
2013-2014 VAAP Implementation Manual, p. vii
Important Reminders
60


VAAP evidence must be completed under “testing conditions” in
which the student does not have access to the subject content or
curriculum, hints, clueing, prompts, or test taking strategies that
would provide an unfair advantage.
Anecdotal records submitted as evidence must include the date
of performance, a detailed description of the learning
environment, a detailed description of observed student
performance, and a statement of accuracy describing the
student’s level of achievement.
2013-2014 VAAP Implementation Manual, p. x
Important Reminders
61


Teachers are required to select ASOL in the content
areas of Reading, Writing, Mathematics, and Science
from the grade level in which the student is enrolled.
Teachers will not be permitted to select ASOL above
or below the student’s grade level in these content
areas.
2013-2014 VAAP Implementation Manual, p. 3
Selection of History ASOL
62


The selection of History/Social Science ASOL will
continue to be determined by using the student’s
grade level of enrollment as the starting point.
If there are no appropriate History/Social Science
ASOL at the student’s grade level, the ASOL may
be selected from a higher or lower grade level for
each reporting category.
2013-2014 VAAP Implementation Manual, p. 4
Important Dates VAAP 2013-2014
63
September 30, 2013
Deadline for divisions to dropbox the 2013-2014 Division
High School Collection of Evidence Submission Schedule to
VDOE
January 2- March 31,
2014
Register students for 2014 VAAP Collections of Evidence
(COE) submissions (via Student Data Upload or manually)
Feb. 11-14, 2014
VAAP Scoring Training Sessions 1-4
March 31-May 23,
2014
VAAP Score Entry
June 6, 2014
Shipping materials for COE selected for audit arrive in
divisions
June 13, 2014
Deadline to ship COE selected for audit to Pearson
July 14, 2014
Preliminary score reports available in Pearson Access
Levels of Performance
64

The Levels of Performance assist teachers in
determining the level of performance for each
ASOL that is most appropriate for the individual
student.
Level I: The ASOL is demonstrated with significant support
•
and modification
•
Level II: The ASOL is partially demonstrated
•
Level III: The ASOL is fully demonstrated
2013-2014 VAAP Implementation Manual, p. ix
Level III – Full Demonstration
65

The ASOL is fully demonstrated. The student fully
demonstrates the knowledge and skill of the
ASOL.

If the student’s performance is Level III, the highest
score point the student can receive is “4.”

If the student’s level of performance is not
identified on the SEI Tag, the evidence will be
scored as though it were a Level III.
2013-2014 VAAP Implementation Manual, p. ix
Level III – Earning a “4”
66
5S-FME 2 The student will investigate and understand
the characteristics of electricity. Key concepts include
c) static electricity
Annotation:
The evidence for ASOL 5S-FME 2c is presented at Level
of Performance III – the student fully demonstrates the
ASOL. At this Level of Performance the highest score
point that can be earned is a “4”.
•The evidence was given credit for investigating
static electricity by conducting an experiment with
a balloon with 100% accuracy.
•The evidence was also given credit for
understanding the characteristics of electricity
through the completion of a Smart board activity
with 100% accuracy.
Overall, for the Level of Performance III, the quality of
the evidence presented consistently and appropriately
satisfies most of the requirements of the ASOL.
Level II – Partial Demonstration
67



The ASOL is partially demonstrated. The student
demonstrates some of the knowledge and skill of
the ASOL
If the student’s performance is Level II, the highest
score point the student can receive is “3.”
If the student’s level of performance is not identified
on the SEI Tag, the evidence will be scored as
though it were a Level III.
Level II – Earning a “3”
68
HSM-FS 3 The student will
a) given data, construct a simple graph (table, line, pie, bar, or
picture) and answer questions about the data.
Annotation:
The evidence for ASOL HSM-FS 3a is presented at Level of
Performance II – the student partially demonstrates the ASOL.
At this Level of Performance the highest score point that can be
earned is a “3”.
•The evidence shows a partial demonstration of the
ASOL by eliminating the requirement to construct a
simple graph.
•The evidence was given credit for answering
questions about given data with 100% accuracy.
Overall, for the Level of Performance II, sufficient evidence is
provided for the ASOL that has been partially demonstrated.
Level II – Earning a “2”
69
On February 18, 2013, under
Testing Conditions,
was
presented with a piece of coal. The
teacher asked
if the coal was
hard or soft. She answered “no” to
it being hard and then she
answered “yes that it was a soft
rock.” The second question was
asked about what color and streak
does it leave. In order to answer
this we gave her three items with
different colors. What color streak
does it leave? She picked up the
black color. What color is the coal?
Again she chose the black color.
She received a 100% on this
activity.
HSS-EMP 1a - The student will investigate and understand major rock-forming
and ore minerals based on physical and chemical properties. Key concepts
include
a) hardness, color, and streak, luster, cleavage, fracture, and unique properties.
Annotation:
The evidence for ASOL HSS-EMP 1a is presented at Level of
Performance II – the student partially demonstrates the ASOL.
At this Level of Performance the highest score point that can
be earned is a “3”.
•The evidence shows a partial demonstration of the
ASOL by eliminating the requirement to understand
how to identify major rock-forming and ore minerals
based on chemical properties.
•The evidence was given credit for investigating and
understanding physical properties of coal including
hardness, color, and streak. There is no evidence of
understanding luster, cleavage, fracture, or unique
properties.
Overall, for the Level of Performance II, the quality of the
evidence presented does not satisfy many of the requirements
of the ASOL.
Level II – Earning a “1”
70
3M-NSCE 1 The student will
a) identify and write numerals 0 to 30
Annotation:
The evidence for 3M-NSCE 1a is presented at Level
of Performance II – the student partially demonstrates
the ASOL. At this Level of Performance the highest
score point that can be earned is a “3”.
•The evidence shows a partial demonstration of
the ASOL by eliminating the requirement to
write numerals 0-30.
•The evidence was given minimum credit for
identifying numerals 0 to 30. The evidence
only identifies the number “2” and the number
“9”.
Overall, for the Level of Performance II, the quality
of the evidence presented is weak and does not satisfy
most of the requirements of the ASOL.
Level I –Demonstrated with Significant
Support and Modification
71



The ASOL is demonstrated with significant support and
modification. The student requires significant support
and modification to simplify the task in order to
demonstrate the ASOL.
If the student’s performance is Level I, the highest
score point the student can receive is “2.”
If the student’s level of performance is not identified
on the SEI Tag, the evidence will be scored as though
it were a Level III.
Level I – Earning a “2”
72
3E-RW 4d The student will
d) Demonstrate comprehension of information in
reference materials by using dictionaries, glossaries,
and indices
Annotation:
The evidence for ASOL 3E-RW 4d is presented at
Level of Performance I – the student demonstrates the
ASOL with significant support and modification. At
this Level of Performance the highest score point that
can be earned is a “2”.
•The evidence shows the ASOL modified to a
basic skill of locating words in a picture
dictionary. The picture dictionary was the
support provided.
• The evidence was given credit for using a
picture dictionary to locate words.
•There is no evidence of using glossaries,
indices, an additional dictionary, or the
demonstration of comprehension of information.
Overall, for the Level of Performance I, sufficient
evidence is provided for the ASOL that has been
demonstrated with significant support and
modification.
Level I – Earning a “0”
73
5E-WE 1 The student will
b) produce all letters
Annotation:
The evidence for 5E-WE 1b is presented at Level of
Performance I – the student demonstrates the ASOL
with significant support and modification. At this
Level of Performance the highest score point that
can be earned is a “2”.
•The evidence was not given credit because
the student was provided models and tracing
dots in order to produce upper and lowercase
k’s. This violates Scoring Rule number 2 as
described in the 2013-2014 VAAP
Implementation Manual (page 14).
Overall, the evidence submitted does not show any
level of individual achievement for the ASOL being
defended.
74
VAAP Questions
Please type your questions into
the Chat Window and send to
the host and presenter.
75
VMAST
Program Update
VMAST 2013 - 2014
76



An online alternate assessment for the Standards of
Learning (SOL) tests
Research-based supports and simplifications are applied
to existing online reading and Mathematics SOL items
Available to eligible students with disabilities for grades
3-8 Mathematics and Reading as well as Algebra I and
End-Of-Course Reading
Eligibility Process
77



Eligibility determination must be made by the IEP team
and documented in the student’s IEP.
Students identified under Section 504 are not allowed to
participate.
Mathematics and Reading eligibility must be determined
separately.
Eligibility Process
78


IEP team must consider:
• the student’s disability
• impact of the disability on classroom performance,
• need for significant instructional support to access grade level SOL and
show progress
• need for assessment supports to demonstrate knowledge, and
• expectation regarding the achievement of grade level proficiency
within the year.
Participation Criteria forms and additional information are provided in the
Procedures for Participation of Students with Disabilities in Virginia’s
Accountability System available at

www.doe.virginia.gov/testing/participation/index.shtml
VMAST USE in 2014 -15
79


Beginning 2014-2015, the VMAST tests will no
longer be available for grades 3-8 reading and
mathematics.
Students with disabilities who are pursuing a
standard diploma using credit accommodations may
continue to take the VMAST Algebra I and EOC
Reading.
VMAST USE in 2014-15
80

To use the VMAST as a credit accommodation, a
student with disabilities must:
•
•
•

Must meet all current VMAST eligibility requirements
Must pass the high school course
Must score 374 or below on the End-of-Course
Standards of Learning test after taking the test at
least twice
Students taking the VMAST in 2014-2015 will be
counted as non-participants in federal
accountability
Important Reminders
81


Students participating in VMAST should become familiar
with the supports and simplifications included by using
the Practice Guides and Items that are available on the
VDOE web site.
A federally mandated cap of 2% is imposed on the
number of VMAST passing scores that can be used in
federal accountability.
82
VMAST Questions
Please type your questions into
the Chat Window and send to
the host and presenter.
83



Alternate/Alternative Assessment
Resources
The Procedures for Participation of Students with Disabilities
in Virginia’s Accountability System available at
www.doe.virginia.gov/testing/participation/index.shtml
The Virginia Department of Education
Alternative/Alternate Assessment Webpage
http://www.doe.virginia.gov/testing/alternative_assessme
nts/index.shtml
TTAC ONLINE
http://www.ttaconline.org/
84
Thank You for Participating!
Please complete and submit the evaluation form
that will be emailed to you by Pearson.
Division of Student Assessment and School
Improvement
Student_Assessment@doe.virginia.gov
(804) 225-2102