Implementation of the Virginia Substitute Evaluation Program VSEP

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Implementation of the Virginia Substitute
Evaluation Program (VSEP)

• Virginia Department of Education
• 2007-2008 Alternative Assessments Administrators
  Update Workshop
• August 2007

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Virginia Substitute Evaluation Program (VSEP)

• The Virginia Substitute Evaluation Program
  (VSEP) is an alternative method of assessing
  students who by the nature of their disability
  are unable to participate in the regular
  Standards of Learning (SOL) assessments even with
  testing accommodations.

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Virginia Substitute Evaluation Program

• VSEP is available to students with disabilities
  who are enrolled in courses with end-of-course
  SOL assessments and students in grades 9-12 who
  need the grade 8 numeracy and literacy
  certification in order to earn a modified
  standard diploma.

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Evaluated Courses

• Determine the SOL Course to be Assessed
• End-of-Course content areas
• English Writing -Chemistry
• English Reading -VA and United States History
• Algebra I -World History I
• Algebra II -World History II
• Geometry -World Geography
• Biology -Grade 8 Reading
• Earth Science -Grade 8 Mathematics
• Literacy and numeracy requirements for students
  pursuing the Modified Standard Diploma

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SOL Test Blueprints

• History and Social Science 2001
• Mathematics 2001 (Algebra II 2001 Revised)
• English 1995 or 2002( Students instructed in the
  grade 9, 10, and 11 English Standards of Learning
  (SOL) prior to Fall 2005 may be assessed using
  the English (1995) SOL test. All other students
  should be assessed using the English Reading
  (2002) SOL Test.)
• Science 2003

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IEP Team should

• Inform parents and students about VSEP as an
  option for assessment.
• Examine how the student accesses SOL content.
• Review and discuss participation criteria
• Submit the Intent Form and Evaluation Plan
• Inform student of requirements.

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SOL Access

• Consideration of VSEP is done on a test-by-test
  basis.
• The IEP team/504 committee should consider how
  the student accesses instruction and demonstrates
  knowledge in the general education course.
• The IEPteam/504 committee should consider the
  full range of accommodations for the student.

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Implementing VSEP

• After careful review, if the IEP team/504
  committee finds that the student cannot be
  accommodated on a specific SOL assessment, the
  IEPteam/504 committee should submit an intent
  form and evaluation plan.

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Participation Criteria

• Student must have a current IEP or 504 plan.
• Student must be enrolled in a course or have
  passed a course that has an SOL EOC test OR
• Student is pursuing a Modified Standard Diploma
  and is seeking certification to meet the literacy
  and/or numeracy requirements.
• Students disability demonstrates to the IEP
  team/504 committee that the student will not be
  able to access the SOL assessments even with
  accommodations.
• All accommodations have been considered for use
  with the student in the course/content submission
  area.

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Participation Criteria

• All students participating in the VSEP assessment
  must meet the eligibility criteria established by
  the Virginia Department of Education.
• Participation decisions are the SOLE
  responsibility of the IEP team or 504 committee.
• Students are not allowed to participate in VSEP
  and the regular SOL assessment for the same
  subject area test during the fall or spring
  administrations.

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Intent to Submit

• The Intent to Submit Form should be completed
• during the IEP/504 meeting and include
• Allowed Standard Accommodations
• Justification Statement
• Course Evaluation Plan
• Evaluation Plan Submission Form
• Evaluation Plan Approval/Denial

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Justification Statement

• The justification statement should address
  instructional practices and assessment practices
  within the classroom.
• The justification statement should reference why
  the IEP team/504 committee has determined that
  the impact of the students disability prevent
  access to the SOL assessment with accommodations.

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Example of Justification Statement

• Sally is identified with a specific learning
  disability in reading recognition and reading
  comprehension. Sally has difficulty with
  location and retaining material read by herself
  or read to her. In 2001, psychological report
  stated severe attention and focusing problems.
• In the classroom, Sally requires much
  assistance in all content areas. Information
  must be broken down into smaller portions and
  restated. Sally learns best when information is
  organized in a meaningful way and is able to
  demonstrate learning through the use of work
  sheets, organizers and hands-on-activities.
  Sally demonstrates better understanding when the
  recall situations are similar to the learning
  situations.

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Example of Justification Statement cont

• On tests and quizzes questions must be
  simplified, clarified, and key words must be
  noted. During classroom assessments Sally has
  difficulty focusing on answer options in multiple
  choice test. She needs frequent prompting to
  stay on task during this type of assessment.
• Even with accommodations Sally is unable to
  access the SOL assessment and the IEP team
  recommends participation in the Virginia
  Substitute Evaluation.

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Evaluation Plan

• Course content teacher and the special education
  teacher have the responsibility of creating the
  evaluation plan.
• The evaluation plan should explain how students
  will demonstrate achievement on specific SOL
  addressed in the test blueprints.

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Example of Evaluation PlanStandard Addressed

• 9.9 The student will use print, electronic
  databases, and online resources to access
  information.
• d. Distinguish between reliable and questionable
  Internet sources and apply responsible use of
  technology.
• 10.11 The student will collect, evaluate,
  organize, and present information.
• a. Organize information from a variety of
  sources.
• b. Develop the central idea or focus.
• c. Verify the accuracy and usefulness of
  information.
• d. Credit sources for both quoted and paraphrased
  ideas.
• Also cover SOL 11.10 a-d

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Example of Evaluation PlanDescription of
Planned Evaluation Method of Product

• Written samples from student research, including
• Map, list, brainstorm, or web to identify a
  suitable topic
• Data collection- include plan for locating
  and collection information
• Focus areas for writing
• 1. Central Idea
• 2. Organization - information organized
  coherently such as chronological order,
  comparison/contrast,
• problem/solution, etc.
• 3.References- cited appropriately and show
  quality and accuracy of information.
• Activity Sheet defining plagiarism, consequences,
  distinguishing between reliable and questionable
  Internet sources, and evaluating quality and
  accuracy of information.

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Example of Evaluation Plan

• Standard Addressed
• A.13 The student will express the square root of
  a whole number in simplest radical form and
  approximate square roots to the nearest tenth.

• Description of Planned Evaluation Method or
  Product
• Worksheets

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Evaluation Plan

• Building administrators are responsible for
  submitting the Intent Forms and proposed
  Evaluation Plans to Division Directors of Testing
  (DDOT).
• The DDOT will submit these forms to the Division
  of Student Assessment and School Improvement.

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Evaluation Plans cont

• The Division of Student Assessment and School
  Improvement will review the intent to submit and
  course evaluation plan for approval or denial
  (pending).
• Teachers should NOT begin collecting evidence
  until they receive approval from the VDOE
  regarding submitted evaluation plan.

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Student Requirements

• Once approval has been received, the course
  content teacher and the special education teacher
  will inform the students and parents of the
  requirements and expectations of the program.

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Course Work Compilation

• Student may submit evidence that may include, but
  is not limited to
• Captioned Photographs - Audiotapes
• Interviews -Work Samples
• Anecdotal Records -Charts/Graphs
• Videotape

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Evidence

• Multiple Choice test formats will not be
  considered for scoring in the 2007-2008
  administration.
• All evidence should be properly labeled with a
  Student Evidence Identification (SEI) Tag or DIS
  sticker.
• All evidence should address standards contained
  in the Virginia Standards of Learning Test
  Blueprints.

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Components of VSEP

• Course Work Compilation (CWC) must contain the
  following components
• Course Work Compilation Submission Cover Sheet
  and Affidavit
• Evaluation Plan Approval/Denial Form
• All locally required documentation
• Evidence that demonstrates student performance

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Submission of CWC

• The VSEP CWC should be carefully reviewed by the
  course content teacher, building administrator,
  or other school/division personnel to ensure
• ? All SOL addressed in the test blueprint have
  been evidenced in the collection.
• ? Accommodations used are documented in the
  students IEP/504 Plan.
• ? Work samples are graded and work answers are
  clearly identified.
• ? Each piece of evidence includes a completed SEI
  tag identifying the SOL, the bullet, and whether
  the evidence is Demonstrated or Inferred.

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Scoring VSEP

• VSEP is scored against a four-point rubric .
• VSEP scores will verify a credit for the course
  being submitted.
• Provide certification for literacy and/or
  numeracy requirements of the Modified Standard
  Diploma.
• VSEP is scored by Pearson.
• Once scoring is complete, score reports are sent
  back to school division directly to the DDOT.

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Implementation Manual

• Each teacher responsible for students
  participating in the VSEP should be given the
  Virginia Substitute Program Implementation Manual.

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Questions

• For Further information, contact
• Division of Student Assessment and School
  Improvement
• [phone]