Leadership for VGLA and VSEP

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Leadership for VGLA and VSEP

• Virginia Department of Education
• Alternative Assessments
• Administrators Regional Workshop
• August 2007

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A Lesson from the V-Formation
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A little insight into why the V-formation works

• It is too hard to fly in an S! (not nearly as
  elegant either!)
• It conserves energy.
• It is easy to keep track of every bird in the
  group.
• http//www.loc.gov/rr/scitech/mysteries/geese.html
  

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Successful Implementation of V-programs requires
school leaders and staff to fly in the
V-Formation!
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STUDENT
SPECIAL EDUCATION TEACHER
ESL TEACHER
CONTENT TEACHER
SCHOOL TEST COOR. (STC)
BUILDING ADMINISTRATOR
DIRECTOR OF TESTING
DIRECTOR OF SPECIAL ED.
DIRECTOR OF INSTRUCTION
TITLE III COORDINATOR
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Leadership Responsibilities

• Many school division personnel are responsible
  for the implementation of the VGLA/VSEP. These
  include
• Division Director of Testing (DDOT)
• Director of Special Education
• Director of Instruction
• Title III Coordinator (VGLA)
• School Coordinator
• Course Content Teacher
• Special Education Teacher

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Division Director of Testing

• Each division has designated a Division Director
  of Testing (DDOT). The DDOT serves as the point
  of contact between the school division and the
  Virginia Department of Education and Pearson
  Educational Measurement.
• The DDOT has division-wide responsibility for
  implementation of VGLA requirements and
  procedures and the dissemination of VGLA reports.

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Director of Special Education

• In addition to being familiar with VGLA
  requirements and procedures, the Director of
  Special Education must identify and address the
  professional development and support needs of
  special education and related services personnel
  involved in the preparation of the VGLA COE.
• The Director of Special Education and the DDOT
  are encouraged to share responsibilities for
  planning and ensuring that appropriate training
  and materials are provided to teachers and all
  other division staff responsible for the
  implementation of VGLA.

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Director of Instruction

• The Director of Instruction plays an integral
  role in design and implementation of the
  divisions instructional program. In this
  capacity the Director of Instruction must ensure
  that all teachers including special education
  teachers and teachers of LEP students (VGLA)
  align instruction with the SOL.
• Special education teachers and teachers of LEP
  students should be included in division-wide SOL
  related professional development activities and
  distribution of resources and materials.

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Title III Coordinator (VGLA)

• The Title III Coordinator must be well acquainted
  with VGLA requirements and procedures as they
  relate to LEP students at level 1 and level 2 of
  English language proficiency.
• In collaboration with the DDOT and the Director
  of Special Education, the Title III Coordinators
  responsibilities include training, technical
  assistance, and support for teachers of LEP
  students.

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School Coordinator

• The School Coordinator is the person designated
  within each school to serve as the point of
  contact between the DDOT and the school.
• The School Coordinator is responsible for
  ensuring that all procedures required for the
  VGLA are implemented within the school.
• The School Coordinator may be asked to monitor
  the development and progress of the COE to ensure
  that all SOL are addressed.
• Any questions the School Coordinator has
  regarding the VGLA are to be directed to the
  DDOT, Director of Special Education, or Title III
  Coordinator, as appropriate.

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Course Content Teacher

• The Course Content Teacher is responsible for
  implementing the VGLA guidelines according to the
  procedures contained in the manual.
• Any questions the Course Content Teacher has
  regarding the VGLA are to be directed to the
  School Coordinator.

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Special Education/ESL Teacher

• The special education/ESL teacher is responsible
  for supporting the instructions of VGLA students
  by providing effective strategies and adapting
  materials.
• Like the Course Content Teacher, the Special
  Education/ESL Teacher is responsible for
  implementing the VGLA according to the
  established guidelines.
• Any questions the Special Education/ESL Teacher
  has regarding the VGLA are to be directed to the
  School Coordinator.

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Leadership Cycle for the V programs
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Analyze and Discuss Your 2006-2007 V-Program

• 2006-2007 Scores
• Training and Technical Assistance to Teachers
• Training and Technical Assistance for
  Administrators and other staff
• Resources and Materials
• Pre-Scoring Activities
• Scoring Event
• 2006-2007 Best and Worst Practices

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Develop a Collaborative Plan for V-Program
Success

• Teachers Knowledge of the Standards
• Teachers Knowledge of the V-Program
• Administrators Knowledge of the V-Program
• Identification of Participants
• Monitoring of collection development
• Timeline and Due Dates
• Pre-scoring and Scoring

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Implement Your Plan in the V-Formation

• Maintain a team perspective and let your actions
  reflect it
• Keeping your knowledge current
• Communicating important V-program information
• Make decisions along the way collaboratively
• Implementation and evaluation with a collective
  voice

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Celebrate Your 2007-2008 Successes!

• Student Achievement
• Making/Maintaining AYP
• Obtaining/Maintaining Accreditation

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Questions

• Virginia Department of Education
• Division of Student Assessment and
• School Improvement
• [phone]