Virginia Substitute Evaluation Program (VSEP): Evidence

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Virginia Substitute Evaluation Program (VSEP)
Evidence

• Unlocking Possibilities

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Evidence

• 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.

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Evidence

• Signed Affidavit confirming that the teacher did
  not
• Fabricate, alter, or modify student work samples,
  products, or data,
• Describe student behaviors that provide a
  negative image of the student, or
• Provide any accommodation/assistive device that
  is not a regular part of the students daily
  instruction.

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Types of Evidence

• Work Samples
• Audio
• Video
• Anecdotal Record
• Interview
• Photograph
• Charts/Graphs

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Work Samples

• Should demonstrate knowledge and/or skills
  related to the referenced SOL.
• Worksheets, tests, quizzes, writing samples,
  drawings, etc.
• Work samples should evidence a level of
  individual achievement related to the referenced
  SOL.

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Work Sample Example
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Audio

• Audio must contain clips/segments of the focus
  student.
• Although questions and generic prompting is
  allowed, audio submissions should reflect
  individual student achievement of the referenced
  SOL.
• Audio containing more than one voice should
  clearly indicate the audio parts or portions of
  the focus student.
• Audio describing a students skill should be
  submitted in another format (anecdotal record).

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Audio Sample
This segment may provide partial evidence
of VS.8 The student will demonstrate knowledge
of the reconstruction of Virginia following the
Civil War by identifying the effects of
segregation and Jim Crow on life in Virginia
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Video

• 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.

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Video
6.7 The student will investigate and understand
the natural processes and human interactions
that affect watershed systems. Key concepts
include d) wetlands
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Anecdotal Record

• The teacher/paraprofessional may make an
  anecdotal record of an individual students
  achievement of a skill or knowledge.
• The anecdotal record should contain descriptions
  of the observed skill and/or knowledge.
• 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.

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Anecdotal Record Example
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Interview

• Can be administered by the teacher and/or
  paraprofessional.
• Should follow a question and answer format.
• Interview sheets should contain verbatim
  exchanges between the focus student and
  interviewer.

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Interview Example
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Photograph

• Should clearly show a students work product or
  process.
• Clearly labeled.
• Focus student should be clearly identified.
• Should be captioned to describe the knowledge or
  skill being demonstrated and any other needed
  information.

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Photograph Example
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Charts/Graphs

• Should reflect student 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 information.
• Should demonstrate clear evidence of individual
  achievement of the SOL referenced.

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Charts/Graphs
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General Considerations

• Evidence submitted must demonstrate knowledge
  and/or skill in the SOL addressed.
• Many SOL from various grades or specific content
  areas may be evidenced by one submitted work
  sample.
• Example A students experiment on video may
  demonstrate understanding of scientific
  investigation and concepts involved in the actual
  experiment.

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General Considerations

• The 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 skills.

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General Considerations

• 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
  learning.
• Evidence should demonstrate the full and complete
  knowledge and/or skills attained by the student
  in the SOL addressed.

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General Considerations

• Exclusion of too many SOL within the evidence
  submitted would result in a score of Fail/Does
  Not Meet based on the scoring rubric.