Virginias Accountability Assessment System: Understanding Accommodations, the Virginia Alternate Ass

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Virginias Accountability Assessment
SystemUnderstanding Accommodations, the
Virginia Alternate Assessment Program and the
Virginia Substitute Evaluation Program

• Virginia Department of Education

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Outcomes for this Training

• Participants should be able to
• Understand the Virginia Accountability Assessment
  System.
• Understand the purpose of the alternate
  assessment and substitute evaluation programs.
• Identify students who are appropriate for
  alternate assessment or substitute evaluations
• Understand the requirements of each assessment.
• Outline a process for supervising the VAAP/VSEP
  in your buildings/systems
• Train and supervise others in your school division

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Adequate Yearly Progress (AYP)

• Under provisions of No Child Left Behind, AYP
  must be met by all of the following subgroups of
  students
• Students with disabilities
• Economically disadvantaged
• students
• Limited English proficient
• students
• Major racial/ethnic groups
• Black (not of Hispanic origin), White (not of
  Hispanic origin), Hispanic

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95 Participation Rate

• Must be met in both reading and math separately
• Students with disabilities may meet this
  requirement by participating in
• Grade level SOL assessment
• Alternate Assessment
• Virginia Substitute Evaluation System
• Board-approved Substitute Tests

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Alternate Assessment

• Percent of students participating in the current
  alternate assessment who may be counted as
  PROFICIENT capped at 1 of the students enrolled
  in the TESTED GRADES
• Applies to DIVISION and STATE

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NCLB and IDEA 97 require

• Participation of all students in statewide
  assessments.
• Participation of all students in the state
  accountability system.
• Public reporting of results.

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Students with Disabilities are included!

• Superintendents Memo No. 2, November 22, 2000
• students with disabilities must be included in
  either the SOL tests or the alternate
  assessment.

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VIRGINIAS ACCOUNTABILITY ASSESSMENT SYSTEM
PROGRAM
DESCRIPTION
EXAMPLE

• Joe takes the test with classmates during typical
  administration.

• Regular SOL assessment without accommodations

• Virginia Standards of Learning Assessments

• Joe takes the test in a small group setting.

• Regular SOL assessment with standard
  accommodations

• Joe takes the direct writing test by dictating to
  a scribe.

• Regular SOL assessment with non-standard
  accommodations

• Joe submits a Course Work Compilation that
  demonstrates proficiency in the SOL for the
  specific content area assessed.

Virginia Substitute Evaluation Program (VSEP)

• Joe will take the International Baccalaureate
  Math Studies (standard level) instead of the
  Algebra I SOL test.

• Substitute Test for Verified Credit

• Joe will take the Algebra I test instead of the
  numeracy assessment for the Modified Standard
  Diploma.

• Substitute tests for the certification of
  literacy and/or numeracy requirements for the
  Modified Standard Diploma

• Joe's communication and independent living skills
  are assessed through a Collection of Evidence
  linked to the Standards of Learning.

• Performance on IEP goals linked to Standards of
  Learning

Virginia Alternate Assessment Program (VAAP)
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Accommodations

• Accommodations should be those the student
  generally needs and uses during classroom
  instruction and assessment as identified on the
  student's IEP or management tool.
• Accommodations shall not be used only for
  participating in the SOL assessments.
• There are two types of accommodations
• Standard and Non-standard

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Standard Accommodations

• Accommodations Which Maintain Standard
  Conditions
• Timing/Scheduling
• Setting
• Presentation
• Response
• (See DOE website for a more complete listing)
• Questions about whether accommodations not listed
  here are permissible should be directed to the
  school division's Director of Testing who may
  consult with Department of Education staff as
  needed.

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Non-standard Accommodations

• Accommodations which are permissible but do not
  maintain standard conditions
• Presentation
• Response
• (See DOE website for a more complete listing)
• Scores resulting from a nonstandard accommodation
  will be accompanied by an explanation that these
  scores resulted from a nonstandard
  administration.

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Accommodations for Student Participation in SOL
Assessments

• Consider both standard and non-standard
  accommodations
• Maximal accommodations based on student needs
• Ramifications of NOT providing SOL programming
• Modified Standard Diploma requirements
• Can the student pursue any SOL content? (Math,
  Science, History, English)
• Think outside the box!

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They Count!

• A student with an identified disability who has
  passed an SOL assessment utilizing any
  accommodation including a non-standard
  accommodation has passed for all purposes.
• These scores do count for school accreditation.

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Which assessment?

• Question 1
• Has the student received instruction in the
  content covered by the Standards of Learning
  assessment?
• If YES, the student takes the SOL assessment and
  goes to Question 2.
• If NO, the student should not be tested on this
  particular Standards of Learning assessment.
• See VDOE Procedures for Participation of
  Students with Disabilities in the Assessment
  Component of Virginias Accountability System.
  http//www.pen.k12.va.us/VDOE/Assessment/SWDpartic
  ipation.pdf

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Which assessment? (Contd)

• Question 2
• In the content covered by the Standards of
  Learning assessment, does the student receive
  accommodations during instruction or classroom
  assessments?
• If NO, the student should take the SOL assessment
  without any accommodations.
• If YES, the IEP team/504 committee should
  determine the accommodations needed by the
  student, document this decision on the IEP/504
  plan and go to Question 3.

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Which assessment? (Contd)

• Question 3
• In the content covered by the Standards of
  Learning assessment, is the student receiving
  accommodations during instruction or classroom
  assessments other than allowed standard or
  nonstandard accommodations?
• If NO, the student should take the SOL assessment
  using his or her standard or nonstandard
  accommodation(s).
• If YES, then the student may qualify for the
  Virginia Substitute Evaluation Program (VSEP).

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Understanding VAAP
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VAAP Defined

• The purpose of the Virginia Alternate Assessment
  Program (VAAP) is to evaluate the performance of
  students with disabilities who are unable to
  participate in the Virginia Standards of Learning
  statewide testing program, even with
  accommodations.
• The intent of IDEA and the VAAP is to bring a
  quality level of participation and accountability
  to this population of students.

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Who will be assessed?

• A small percentage of the total student
  population.
• Students who have traditionally been exempted
  from assessment.
• Students whose performance could not be captured
  on paper pencil assessments.

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VAAP Administration Schedule

• Students are assessed according to grade level
  and not age.
• Students should be classified in the same grade
  as their non-disabled peers.
• Students qualified to participate in the VAAP
  will submit a Collection of Evidence at
• Grade 3
• Grade 5
• Grade 8
• Grade 11

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VAAP Participation Guidelines

• A current IEP
• Impairments that prevent completion of curriculum
  based on the SOL even with accommodations.
• The need for extensive, direct instruction in a
  life skills curriculum.
• Intensive, frequent and individualized
  instruction in a variety of settings to show
  progress and acquire, maintain, or generalize
  life and/or functional academic skills
• Educational goals other than those required for
  modified standard, standard, or advanced studies
  diploma

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Collection of Evidence (COE)

• A COE is a sample of student work
• Assembled primarily by the student
• Representative sample of performance and program.
  
• A COE may include
• Data sheets
• Anecdotal records
• Observations
• Letters of support
• Photographs, audiotape or videotape
• Actual student work samples.

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Collection of Evidence
Parent Validation Letter
Administrators Support Document
Assurance for Compiling COE Document
Entry English/ Language Arts
Entry Math
Entry Science
Entry History/ Social Sciences
4-6 Types of Evidence
4-6 Types of Evidence
4-6 Types of Evidence
4-6 Types of Evidence
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Online Training Module

• For complete training and information about the
  VAAP, view the PowerPoint presentation
• Overview of Virginia Alternate Assessment Program
  for Special Education Teachers
• Available at
• http//www.pen.k12.va.us/VDOE/Assessment/

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Further Resources

• Division Directors of Special Education and
  Directors of Testing
• Training/Technical Assistance Centers (T/TAC)
• DOE Division of Assessment and Reporting
• DOE Office of Special Education

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• Virginia Substitute
• Evaluation Program
• Procedures and
• Guidance

VIRGINIA DEPARTMENT OF EDUCATION
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Virginia Substitute Evaluation Program

• Designed for students with disabilities who have
  attained the knowledge and skills addressed by
  the Virginia Standards of Learning, but are
  unable to access the assessment(s) due to the
  nature of their disabilities and type of
  accommodations they use to access content and/or
  assessments.

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VAAP vs. VSEP

• VAAP is designed for students working on
  functional skills or programming, not Standards
  of Learning based curriculum even with
  accommodations.
• VSEP is designed for students working on
  Standards of Learning based curriculum and
  needing accommodations not allowed on SOL
  assessments.

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Access The Ability to Use Something

• The VSEP is intended to be used by students
  unable to access the Standards of Learning
  assessment even with non- standard
  accommodations.
• Considerations of performance are NOT valid when
  examining access.

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Content Areas/Grade Levels Available

• Modified Standard Diploma
• Literacy Assessment
• Grade 8 English Reading/Literature and Research
• Numeracy assessment
• Grade 8 Mathematics

• Standard/Advanced Studies Diplomas
• End-of-Course
• English Writing
• English Reading/Literature and Research
• Algebra I
• Algebra II
• Geometry
• Virginia and United States History
• World History I
• World History II
• World Geography
• Biology
• Earth Science
• Chemistry

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Criteria for Participation

• The student has a current IEP or 504 plan.
• The student is enrolled in a course that has a
  Standards of Learning end-of-course test and/or
  the student is pursuing a Modified Standard
  Diploma and is seeking certification for having
  met the literacy and/or numeracy requirements.
• The impact of the student's disability
  demonstrates to the IEP team or 504 committee
  that the student will not be able to access the
  Standards of Learning assessments even with
  standard or nonstandard testing accommodations
  and therefore, requires a substitute evaluation.

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Determining Participation

• Participation in the VSEP is determined on a
  test-by-test basis by the IEP team/504 committee.
• IEP/504 decisions to participate must be
  documented on the students IEP or 504 plan and
  follow appropriate procedures for participation.

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Determining Participation (Contd)

• Prior to considering the VSEP as an option, the
  IEP team/504 committee must first consider
  participation in the Standards of Learning
  assessment for a qualifying course with standard
  and nonstandard accommodations.

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Determining Participation (Contd)
Our ORIGINAL three questions!

• There are three questions the IEP team/504
  committee must consider when examining the
  appropriate assessment for a particular student.

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Determining Participation (Contd)
QUESTION 1

• Has the student received instruction in the
  content covered by the Standards of Learning
  assessment?
• If YES, the student takes the assessment and goes
  to Question 2.
• If NO, the student should not be tested on this
  particular Standards of Learning assessment.
• See VDOE Procedures for Participation of
  Students with Disabilities in the Assessment
  Component of Virginias Accountability System.
• http//www.pen.k12.va.us/VDOE/Assessment/SW
  Dparticipation.pdf

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Determining Participation (Contd)

• QUESTION 2
• In the content covered by the Standards of
  Learning assessment, does the student receive
  accommodations during instruction or classroom
  assessments?
• If NO, the student should take the assessment
  without any accommodations.
• If YES, the IEP team/504 committee should
  determine the accommodations needed by the
  student, document this decision on the IEP/504
  plan and go to Question 3.

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Determining Participation (Contd)

• QUESTION 3
• In the content covered by the Standards of
  Learning assessment, is the student receiving
  accommodations during instruction or classroom
  assessments other than allowed standard or
  nonstandard accommodations?
• If NO, the student should take the Standards of
  Learning assessment using his or her standard or
  nonstandard accommodation(s).
• If YES, then the IEP team/504 committee may
  complete an Intent to Submit a Substitute
  Evaluation Form.

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Questions on participation in VSEP
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Submission Procedures

• Procedures MUST be followed by the student and
  school division in order to submit a VSEP as a
  substitute assessment for a qualifying Standards
  of Learning test.

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Submission Procedures (Contd)

• Inform parents
• Local school divisions are responsible for
  informing parents/students of the following
• availability and procedures of the substitute
  evaluation program for students who qualify for
  the Standards of Learning assessments using this
  option,
• why evidence of student performance will be
  collected,
• types of evidence needed, and
• conditions for gathering such evidence.

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Submission Procedures (Contd)

• Review training materials
• Identify and plan training opportunities
• Obtain training packets from Division Directors
  of Testing
• CD includes the procedural manual, Powerpoint
  presentation, and forms.
• Statewide training may also be available for
  division personnel. For information call the
  Virginia Department of Education at
• [phone].

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Submission Procedures (Contd)

• Consider student accessibility to course content
• The IEP team/504 committee should examine how the
  student accesses instruction and course content
  in the general education class being considered
  for the substitute evaluation program.
• If the IEP team/504 committee finds that the
  student cannot be accommodated on a specific
  Standards of Learning assessment, they should
  complete an Intent to Submit a Substitute
  Evaluation Form for that assessment.

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Submission Procedures (Contd)

• Complete the Intent to Submit a Substitute
  Evaluation Form
• The intent form should be
• considered on a test-by-test basis including a
  justification statement, and
• completed during the IEP team/504 committee
  meeting.

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Submission Procedures (Contd)

• Create an evaluation plan
• The students course content teacher and the
  student's special education teacher are
  responsible for creating an evaluation plan that
  explains how the student will demonstrate
  proficiency on the specific Standards of Learning
  addressed in the course.

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Submission Procedures (Contd)

• Identify standards to be evidenced
• Standards evidenced should be those contained in
  the Virginia Standards of Learning Blueprint for
  the specific content area being assessed.
• Any standards excluded from the test and noted in
  the blueprint as "SOL Excluded from this Test"
  would not be evidenced by the student.

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Submission Procedures (Contd)

• Submit intent form and evaluation plan
• The building administrator or designee is
  responsible for submitting to the Division
  Director of Testing a completed intent form and
  evaluation plan.
• These forms should then be submitted to the
  Virginia Department of Education Division of
  Assessment and Reporting.

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Submission Procedures (Contd)

• Review of divisions documentation
• A state panel will
• review the intent to submit form and evaluation
  plan,
• approve or deny the evaluation plan, and
• return the approval/denial form and
  recommendations within 10 working days from
  receipt.

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Submission Procedures (Contd)

• Implement the evaluation plan
• After approval of the evaluation plan, the
  students course content and special education
  teacher should prepare the required components of
  the plan and include evidence of completion by
  the student in the CWC.

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Submission Procedures (Contd)

• Complete the CWC
• The tool used for collecting and submitting
  evidence for the VSEP is called a Course Work
  Compilation (CWC).
• The CWC is a selection of student work that
  illustrates to the state review panel that the
  student has demonstrated proficiency in the
  Standards of Learning for a specific
  course/content area.

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Submission Procedures (Contd)

• CWC Samples
• Provide varied CWC samples such as student
  papers, projects, videotapes, audiotapes,
  permanent products, and other student-generated
  work.
• All CWC samples must be completed ONLY by the
  student under the direct supervision of a teacher
  or paraprofessional.
• CWC samples must demonstrate proficiency in the
  selected content area submitted.

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Submission Procedures (Contd)

• Submit the CWC and required documentation for
  scoring
• The students content teacher and special
  education teacher must complete any needed
  documentation and organize the CWC to be sent to
  the Division Director of Testing.
• The CWC must be submitted for each course
  evaluation based on the beginning date of the
  divisions assessment window for the specific
  course.

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Submission Procedures (Contd)

• Receive score reports
• The state review panel will examine the evidence
  contained in the CWC and either award or deny
  verified credit for the course being submitted
  or deny or award certification for the literacy
  and/or numeracy assessment requirements for the
  Modified Standard Diploma.
• Scores on the VSEP will count towards state
  accreditation ratings for schools and divisions.
  
• A student, who passes the VSEP, will have passed
  for all intents and purposes.

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Things to remember.

• Manuals
• Training
• Score Reports
• Appeal Process

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Issues to Consider

• Be sure you have tried standard and non-standard
  accommodations
• Parent refusals
• Design and follow an efficient and effective
  evaluation plan
• Multiple standards can be addressed through
  single entries
• Obtain signed permission to use videotape
• Use ONLY new videotape do not record over
  previously used tape

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Resources

• Division Directors of Testing
• Training/Technical Assistance Centers (T/TACs)
• VDOE Division of Assessment and Reporting
• VDOE Office of Special Education

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• Questions and Answers