1. 2015 - 2016 State Assessment Options for Students with Disabilities
Virginia Department of Education
August 2015

2. This presentation will provide2
This presentation will provide
a framework for IEP and 504 teams to determine the most appropriate assessment option for students with disabilities.
information on selecting and using permitted SOL test accommodations and requesting special assessment accommodations.
information on alternate/alternative assessments for students with disabilities.
resources and information for administrators and others responsible for providing leadership and/or support to teachers providing accommodations and/or implementing alternate/alternative assessments.

3. Students with Disabilities in VA3
Students with Disabilities in VA
2014 December I Child Count data indicated that there are approximately 162,000 students with disabilities in Virginia public schools and state-operated programs. This figure represents approximately 12.7% of our school aged population.
The majority of students with disabilities will be instructed in the general curriculum and will participate in the state assessments based on the general curriculum.
Only a small number of students with significant cognitive disabilities will be instructed on an adapted curriculum and will participate in the state alternate assessment based on alternate achievement standards.

4. 2015 - 2016 State Assessment Options for Students with Disabilities4
State Assessment Options for Students with Disabilities
Standards of Learning Tests (SOL) without accommodations
SOL Tests with accommodations
Virginia Substitute Evaluation Program (VSEP)
Virginia Modified Achievement Standards Test (VMAST)
Virginia Alternate Assessment Program (VAAP)

5. 2015 - 2016 State Assessment Options for Students with Disabilities
Assessment Types Recognized by USDOE
Virginia Assessments
Uses Grade Level State
Content Standards
Performance Judged on
Grade-Level Expectations
General Assessment
SOL Tests
YES
Alternate Assessments based on Grade Level Achievement Standards (AA-GLAS)
Virginia Substitute Evaluation Program
(VSEP)
Special Permission VSEP
Alternate Assessments based on Modified Achievement Standards (AA-MAS)
Virginia Modified Achievement Standards Tests (VMAST) NO
Alternate Assessments based on Alternate Achievement Standards (AA-AAS)
Virginia Alternate Assessment Program (VAAP)

6. 2015 - 2016 State Assessment Options for Students with Disabilities
Virginia Assessments
Assessment Format
Content Areas
SOL Tests
On-line and Paper
Reading, Writing, Mathematics, Science and History/Social Science
Virginia Substitute Evaluation Program
(VSEP)
Special Permission VSEP
Evidence-Based
Virginia Modified Achievement Standards Tests (VMAST)
On-line Only
Mathematics and Reading (only available for students pursing a Standard Diploma with credit accommodations or Modified Standard Diploma)
Virginia Alternate Assessment Program (VAAP)

7. 2015 - 2016 State Assessment Options for Students with Disabilities7
State Assessment Options for Students with Disabilities
Virginia Assessments
Assessment Participants
SOL Tests
Student is instructed in grade level content. Disability does not prevent the demonstration of knowledge through multiple-choice and technology enhanced formats with or without accommodations.
Virginia Substitute Evaluation Program
(VSEP)
Special Permission VSEP
Student is instructed in grade level content. Disability prevents the demonstration of knowledge through multiple-choice and technology enhanced formats even with accommodations. Student requires an evidence-based assessment to access state assessments.
Student has a new disability, a rapid deterioration of sensory functions or a unique disability that prevents the student from accessing the SOL assessments even with allowed testing accommodations.
Virginia Modified Achievement Standards Tests (VMAST)
Student is instructed in grade level content, but routinely requires significant supports in instruction. Disability does not prevent the demonstration of knowledge through multiple choice and technology enhanced formats, but significant supports are needed for access.
Virginia Alternate Assessment Program (VAAP)
Student is not instructed in grade level content. Disability requires content that is reduced in depth and complexity.

8. What about the Virginia Grade Level Alternative (VGLA)?
Beginning in 2015 – 2016,the VGLA will not be available to students with disabilities. VGLA Reading will only be available to eligible students with limited English proficiency. For additional information about VGLA reading, please see the VGLA Implementation Manual available at: or contact: Robert Fugate by at or by telephone at (804)

9. State Assessment Requirements The IEP or 504 Plan must include...
SOL
Assessments
a determination regarding participation in the content area SOL assessment.
a statement of appropriate accommodations.
Alternate
If participation in the content area SOL assessment is not selected...
a statement of why the student cannot participate in the content area SOL assessment;
a determination regarding the selection of an alternate/alternative assessment;
a statement of why the alternate/alternative assessment is appropriate, including meeting the participation criteria.

10. Test Accommodations for Standards of Learning Assessments

11. Test Accommodations
are approved changes in the administration of an assessment resulting in an adjustment to how the test is presented or how the student responds to test items.
must be based upon individual student need, and not upon the category of disability, level of instruction, or program setting.
must be justified and documented in the student’s IEP or 504 Plan.
should be aligned with and part of daily instruction.
should not be introduced for the first time during the administration of a state assessment.
Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p.3

12. Test Accommodations Do
provide equal access to the assessment for students with disabilities, and
reduce or even eliminate the effects of a student’s disability without reducing learning expectations or providing an unfair advantage.
Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p. 3

13. Test Accommodations Do not change the content assessed;
alter, explain, simplify, paraphrase, or eliminate any test item, reading passage, writing prompt, or answer option;
provide verbal or other prompts or suggestions that clue, hint at, or give away the correct response to the student;
alter the meaning of the resulting scores.
Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p. 3

14. Test Accommodations – Important Note
Any test accommodations which may enhance student performance beyond providing equal access are considered inappropriate and therefore are not permitted.
Some accommodations that are appropriate for instructional use are inappropriate for state assessments, and their use is not permitted.
Examples:
During classroom instruction, the teacher may initially provide two answer options in a multiple choice format with the goal of transitioning the student to 3 and then 4 answers over time. Although, this may be appropriate in the classroom, the SOL test may not be modified in this way.
Similarly it is not appropriate for the teacher to read the answer options first and then the question during a read aloud administration of an SOL assessment.
Likewise, it is not permissible to read the stem of the SOL question paired with each of the multiple choice answer options.
Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p. 3

15. Select Accommodations for State Assessments
Each test accommodation should be considered and discussed separately for each content area assessment.
Only accommodations needed by the student to access the assessment should be selected.
Use Students with Disabilities: Guidelines for Special Test Accommodations to determine which accommodations are permitted for specific Writing and Non-Writing tests.
Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p

16. Caution
An accommodation which is not listed in Appendix C or D of the Test Implementation Manual (TIM) may only be used with prior approval from VDOE through the Special Assessment Accommodation Request process.
The use of an accommodation which is not approved is considered a test irregularity which may result in invalidation of the student’s score and may require re-testing.
Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p. 5

17. Prior to the Assessment…
Students must be provided with ample practice so they are familiar and comfortable with the accommodation(s) during the administration of the state assessment.
School Test Coordinators, Text Examiners and Proctors must plan for the logistics of providing the accommodation(s) during the test session using the conditions and procedures provided in the Test Implementation Manual (TIM).
Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p

18. Allowed Accommodations
Test accommodations are organized into four groups:
Time/scheduling – adjustments to the test schedule
Setting – adjustments to the physical environment
Presentation – changes in the format of the test or how test items are presented to the student
Response – adjustments to how the student answers or completes test items
Note: Procedures and conditions for accommodations are described in Appendix C of the TIM. Careful adherence to these terms is required to ensure student access to the assessment as well as test validity and security.
2015 – 2016 Test Implementation Manuals, Appendix C

19. Timing/Scheduling Accommodations
Adjustments made to the scheduling of a test that may benefit students with disabilities that impact attention, concentration, and stamina
Examples
testing during the best time of day for the student
providing planned breaks during testing
testing over two or more days (multiple test sessions)
changing the order of test administration
Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p. 9

20. Setting Accommodations
Adjustments to the place in which the testing normally occurs. Typically benefits students with disabilities who need minimal distractions or who have disabilities that require the delivery of instruction in non-school environments.
Examples
adaptive or special furniture
test administered in locations with minimal distractions
test administered in a hospital or the student’s home
Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p. 9

21. Presentation Accommodations
Adjustments to the presentation of test material and/or test directions. Typically used for students with sensory or processing disabilities.
Examples
visual aids (magnification devices, overlays, tinted screens, templates, masks, and graphic organizers).
large-print or braille test
Plain English version of a Mathematics test
reading of test items aloud
audio version of test items
interpreting/transliterating directions and/or test items
Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p

22. Response Accommodations
Adjustments to the manner in which students respond to or answer test items. May support students with physical or sensory disabilities
Examples
student marks test booklet, responds verbally, points, uses augmentative device with auditory output, or indicates an answer and Examiner/Proctor marks answer document or clicks answer online
word processor
dictation to a scribe
word prediction software
calculator or arithmetic tables
math aids
Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p

23. New Allowed Accommodations added for 2015 - 2016
Several accommodations have been added to the allowed accommodations section of the Test Implementation Manual (TIM) and are described in the document Students with Disabilities: Guidelines for Special Test Accommodations.
These accommodations were previously approved for individual students through the special assessment accommodation request process.
The IEP/504 Team must consult the TIM for information and required conditions when selecting these accommodations.

24. New Allowed Accommodations
Written Directions with Oral Directions - must be identical to the bold “say” directions in the Examiner’s Manual.
Specific Verbal Prompts - only the following specific verbal prompts may be used to help a student with disabilities remain focused on completing the SOL assessment:
“Keep working.”
“Keep going.”
“Stay focused.”
“Focus.”
“Please continue with your test.”

25. New Allowed Accommodations
Dictate to a Scribe
In addition to dictating a response to the short paper component of the Writing assessment, the student may direct the scribe to make calculations and/or write notes on scratch paper to prepare to answer items for the Writing and/or Non-Writing assessments.
Dry Erase Board and Markers
Additional Highlighters, Colored Pens, and/or Pencils

26. Documentation of Accommodations
All accommodations which will be provided for a student with a disability must be documented in the student’s IEP or 504 Plan.
This includes:
accommodations published in the Test Implementation Manuals, and
accommodations approved by VDOE through the special assessment accommodation request process.

27. Special Assessment Accommodation Requests
Special assessment accommodation requests allow VDOE to review and approve accommodations for students with disabilities beyond published accommodations.
Examples
Use of a timer for a student with OHI needing support to progress through the test.
Use of software to project a calculator that is accessible for a student with visual impairments.
Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p. 19

28. Special Assessment Accommodation Request Process
Complete the Special Assessment Accommodation Request form available on the VDOE Web site at:
The Special Assessment Accommodation Request form must be completed by the DDOT or designee. If completed by a designee, the DDOT must review and approve the content before submission.
Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p. 19

29. Special Assessment Accommodation Request Process
A clear and concise justification statement is required in the third section of the form and must include:
the student’s disability;
a description of instructional accommodations provided to the student and all test accommodations which will be provided for the assessment(s);
a complete description of the requested accommodation(s) with product name, version, operating system and web address or other source for information; and
an explanation of why the student needs the accommodation(s) to access the specific assessment.
Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p. 19

30. Special Assessment Accommodation Request Process
Submit the completed form as a Word document to Chancie Dunkley and Lesin Dippold following the directions on the form using the SSWS Dropbox located at:
Do not submit the Special Assessment Accommodation Request form via , fax or in pdf format. Additional material may be submitted in other formats through the Dropbox.
An will be sent to the DDOT confirming receipt.
If you do not receive a confirmation within two business days, please contact us at:
or (804)
Flip Lesin and Chancie’s names? We haven’t introduced the SAAR form?
Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p. 19

31. Special Assessment Accommodation Request Process
Test Administration
Request Form Deadline*
Fall 2015 Writing
October 5, 2015
Fall 2015 Non-Writing
October 19, 2015
Spring 2016 Writing
February 1, 2016
Spring 2016 Non-Writing
February 22, 2016
Summer 2016 Writing & Non-Writing
April 25, 2016
*Extenuating circumstances must be documented in writing for any submissions past the above deadlines.
Special Assessment Accommodation Request Form, p. 1

32. Special Assessment Accommodation Request Process
It is imperative that special assessment accommodation requests be submitted by the published deadlines.
Following these deadlines allows sufficient time for:
VDOE staff to research and examine the accessibility and security issues surrounding the accommodation,
discussion between VDOE, DDOT and other division staff regarding necessary modifications to the requested accommodation, and
the student to familiarize themself with any adjustments to the accommodation prior to testing.
Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p. 19

33. Special Assessment Accommodation Request Process
The VDOE review of the request will be based upon the need to:
provide the student with a disability equal access to the assessment, and
maintain standardized procedures and test security.
Response of “approved”, “approved with conditions” or “not approved” will be returned to the DDOT via the SSWS Dropbox.
Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p. 19

34. Special Assessment Accommodation Request Process
An “approved” or “approved with conditions” response for an accommodation will remain in effect for subsequent SOL administrations for that same student only, if:
the subsequent SOL assessment is in the same content area(s) as the original approval;
the student’s continuing need for the same accommodation is documented in the IEP or 504 plan; and
the conditions specified in the original response will be met.
Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p. 19

35. Available to all Students
The following testing conditions are no longer considered accommodations. These adjustments to testing conditions are now available to all students:
Group size – individual or small group
Environmental modification – amount or type of lighting, noise buffers and/or study carrel
Large diameter pencil/pencil grip – #2 pencil must be used for paper answer documents
Assistance with directions – simplify “say” directions from Examiner’s Manuals and their Supplements
Student reading his/her own test out loud – requires individual test session
Students with Disabilities: Guidelines for Special Test Accommodations, August 2015, p. 6

36. Test Accommodation Resources
Students with Disabilities: Guidelines for Special Test Accommodations
Special Assessment Accommodation Request Form
Explanation of Testing Accommodations for Students with Disabilities - Math Aids – Accommodation Code 19
Explanation of Testing Accommodations for Students with Disabilities – Assistive Technology Accommodations
For specific conditions and procedures for standard accommodations, please see the Test Implementation Manuals at:

37. Virginia Substitute Evaluation Program (VSEP)

38. VSEP
The Virginia Substitute Evaluation Program (VSEP) is an alternative method of assessing students who by the nature of their disabilities are unable to participate in the Standards of Learning (SOL) assessments even with testing accommodations.
Students participating in the VSEP are required to provide evidence of achievement through a Course Work Compilation (CWC) based on the same standards as students taking the SOL tests.
VSEP Implementation Manual p. 1

39. VSEP
Available for SOL end-of-course test and provides eligible students with disabilities with the opportunity to earn the requisite verified credits for an Advanced Studies Diploma and Standard Diploma with or without credit accommodations.
Available to eligible students with disabilities in grades and students with disabilities who need grade 8 numeracy and literacy certification for the Modified Standard Diploma.
Available with special permission for students with disabilities in grades in reading, writing, mathematics, science and history/social science.
VSEP Implementation Manual p. 1

40. List of the Content Areas and Corresponding Standards Available for VSEP Course Work Compilations (CWC) Submissions for the Administrations
The SOL defended in the student’s CWC will depend on when the student was enrolled in the course.
Students may be working on previous standards dating back to 2001.
To ensure students defend the appropriate standards, teachers should refer to the VSEP Implementation Manual, p
*The Modified Standard Diploma is available only to students who entered the 9th grade for the first time prior to the school year.
**Student submitting a CWC demonstrating the literacy requirement for a Modified Standard Diploma must use the Grade 8 Reading 2002 SOL.
VSEP Implementation Manual p. 6

41. VSEP Grade 8 or End-of-Course Writing
VDOE will consider requests from school divisions to allow evidence presented in a multiple-choice format for selected students participating in the VSEP Grade 8 or 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 local 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.
2015 – 2016 VSEP Implementation Manual p

42. What’s New for
VDOE has expanded the Special Permission VSEP to include the following content areas for eligible students with disabilities
Grade 5 and Grade 8 Science
Grade 8 Writing
Content Specific History/Social Science:
Virginia Studies
Civics and Economics
VSEP Intent to Participate Form Updated
Section I, Student Information
Section IV, Justification Statement
Section VII, Intent to Participate Approval/Denial Form
VSEP Implementation Manual p. viii

43. VSEP Participation
The identification of students to participate in the VSEP is the responsibility of the IEP Team/504 Committee.
All IEP Teams/504 Committees are required to use the criteria for participation described in the Students with Disabilities: Guidance for Assessment Participation, available on the Virginia Department of Education’s Web site at:
VSEP Implementation Manual p. 2

44. Determining Participation in VSEP
Participation in VSEP should only be considered after SOL participation has been discussed and all possible accommodations have been fully examined.
Determining participation in VSEP happens in two phases:
Completion and submission of the Intent to Participate form by the IEP Team or 504 Committee to VDOE, and
Completion and submission of the Evaluation Plan/Worksheet by the student’s teacher(s) for local review and approval.
Students with Disabilities: Guidelines for Assessment Participation p. 8

45. Special Permission VSEP
VDOE will grant special permission for a small number of eligible students with disabilities in grades who are unable to access the SOL test.
Typically, students eligible to submit CWCs have experienced a new disability, rapid deterioration of sensory functions, or a unique disability that prevents the student from accessing the SOL assessments even with allowed testing accommodations.
VSEP Implementation Manual p. 9

46. Content Areas for Special Permission VSEP
Students in Grades 3-8 Special Permission Request for Spring VSEP CWC Submissions
(Yearlong and Second Semester Block Schedule)
Grade 3 Reading (2010)
Grade 5 Science (2010)
Grade 4 Reading (2010)
Grade 8 Science (2010)
Grade 5 Reading (2010)
Grade 8 Writing (2010)
Grade 6 Reading (2010)
Content Specific History:
Virginia Studies (2008)
Grade 7 Reading (2010)
Civics & Economics (2008)
Grade 8 Reading (2010)
Grade 3 Mathematics (2009)
Grade 4 Mathematics (2009)
Grade 5 Mathematics (2009)
Grade 6 Mathematics (2009)
Grade 7 Mathematics (2009)
Grade 8 Mathematics (2009)
Students in Grades 6-8 Special Permission Request for Fall VSEP CWC Submissions
(First Semester Block Schedule)
Grade 6 Reading (2010)
Grade 7 Reading (2010)
Grade 8 Reading (2010)
Grade 6 Mathematics (2009)
Grade 7 Mathematics (2009)
Grade 8 Mathematics (2009)
Grade 8 Science (2010)
Grade 8 Writing (2010)
Content Specific History:
Civics & Economics (2008)
VSEP Implementation Manual p. 11

47. Special Permission VSEP
Procedures for completing the special permission request form are provided in the VSEP Implementation Manual, Appendix L. The electronic special permission request form is available on the VDOE Web Site at:
VSEP Implementation Manual p

48. VSEP Intent to Participate Form
The electronic VSEP Intent To Participate form is available on the VDOE Web Site at:
The VSEP Intent to Participate form has been revised to include additional information in the following sections:
Section I- Student Information
Section IV- Justification Statement
Section VII- Intent to Participate Approval/Denial
VSEP Implementation Manual p. viii, 4 - 6

49. VSEP Intent to Participate Form
Section I: Student Information
must clearly indicate the administration in which the CWC will be scored and the correct standards the CWC will be scored against
Section III: Qualifying Statements
must select “Yes” in support of the justification statement
Section V: Participants
must include names of all IEP Team/504 Committee members responsible for determining participation
Section VI: Division Director Testing and Director of Special Education Review Verification and Registration
must document the review of the intent to participate form for completeness and accuracy by the Division Director of Testing and Special Education Director.
2015 – 2016 VSEP Implementation Manual, Appendix B. p

50. VSEP Intent to Participate Form Section IV- Justification Statement
The purpose of the justification statement is for IEP Teams/504 Committees to provide a rationale as to how the impact of the student’s disability prevents access to the SOL assessment in the content area of the VSEP request even with accommodations.
Brief overview of the student’s disability
Impact of the disability on the student’s academic performance in the content area of the VSEP request
Accommodation previously used with SOL assessments in the content area of the VSEP request and impact on access and student’s performance
2015 – 2016 VSEP Implementation Manual, Appendix B, p

51. VSEP Intent to Participate Form Section VII - Intent to Participate Approval/Denial
Each section of the form will be reviewed by Virginia Department of Education staff to determine if the information indicates that the student meets all of the participation criteria for VSEP and that the school division has provided a reasonable rationale for participation based on the student’s disability and its impact.
Results of the review will indicated as “Approved”, “Approved with Conditions”, “Denied Pending”, or “Denied”.
2015 – 2016 VSEP Implementation Manual, Appendix B, p

52. Important Dates for Submission of VSEP Intent to Participate Forms
October 2, 2015
Divisions are encouraged to submit as early as possible. Late submissions will be reviewed only if there are extenuating circumstances.
Students enrolled in Year long Courses
Students enrolled in 1st
Semester Block Classes
Fall Term Graduates
Resubmissions considered for fall
semester
February 5, 2016
Students enrolled in 2nd
Spring Term Graduates
Resubmissions (Except for fall
2015 resubmissions)
February 19, 2016
Resubmissions for fall 2015
VSEP Implementation Manual p. iii

53. VSEP Evaluation Plan/Worksheet Review and Submission
The Evaluation Plan/Worksheet explains how the student will demonstrate individual achievement of each SOL addressed in the test blueprint.
The Evaluation Plan/Worksheet review should examine proposed products and methods to determine that:
All parts of the SOL have been addressed
No multiple choice evidence is proposed
No VSEP scoring rules will likely be violated
VSEP Implementation Manual p

54. VSEP Evaluation Plan/Worksheet Review and Submission
The DDOT is responsible for convening a panel of reviewers.
The review panel must document their review of the student’s VSEP Evaluation Plan/Worksheet using the VSEP Evaluation Plan/Worksheet Local Review form or another locally developed form.
The Evaluation Plan/Worksheet form must have a status of “Approved”, “Approved with Conditions”, or “Denied”.
The VSEP Evaluation Plan/Worksheet should not be submitted to VDOE.
Copies must be maintained at the school and in the office of the DDOT.
VSEP Implementation Manual p

55. VSEP Resubmission
Students can resubmit a CWC with additional evidence for standards that were previously scored as failing (scores of 2, 1, or 0) or SOL assigned a condition code.
The resubmission must include:
original evidence that received a score of 3 or 4;
new evidence for all SOL listed as failing in the table in Section III of the VSEP Resubmission form; and
the Student Performance Report.
A resubmission allows a student who passed the course for which a verified credit is offered, but has a failed CWC, to resubmit.
If the student did not pass the course, he/she is not eligible to resubmit the failed CWC. The student must be re-enrolled in the course and a new VSEP Intent to Participate form must be submitted.
Students seeking a Modified Standard Diploma may resubmit a CWC.
VSEP Implementation Manual p

56. VSEP Request to Rescore
Requests to rescore a student’s CWC may be requested if the student received a failing score and there is evidence that the CWC should have received a higher score.
Request to rescore should be considered only if there is substantial evidence that the CWC should have received a higher score.
Requests must be reviewed and approved by the division before submission to Pearson.
DDOT must ensure that the original evidence is submitted for rescore and has not been changed in any way.
VSEP Implementation Manual p

57. Important Dates for VSEP 2015 - 2016
VSEP FALL 2015
August 24- November 24, 2015
Register students for fall VSEP CWC submissions (via Student Data Upload or manually)
December 14, 2015
Shipping materials for CWC arrive in divisions
January 4, 2016
CWC shipped to Pearson
NOTE: DO NOT SHIP FALL VSEP CWC BEFORE JANUARY 4, 2016
January 29, 2016
Preliminary score reports available in PearsonAccess
CWC returned to divisions
February 26, 2016
Deadline to ship fall 2015 VSEP CWC for Rescore to Pearson
VSEP Implementation Manual p. iii

58. Important Dates for VSEP 2015 - 2016
VSEP SPRING 2016
January 4 – April 8, 2016
Register students for spring VSEP CWC submissions (via Student Data Upload or manually)
April 29, 2016
Shipping materials for CWC arrive in divisions
May 13, 2016
Deadline to ship spring CWC to Pearson
May 20, 2016
Preliminary score reports available in PearsonAccess
June 3, 2016
CWC returned to divisions
June 29, 2016
Deadline to ship spring 2016 VSEP CWC for Rescore to Pearson
VSEP Implementation Manual p. iii

59. Important Reminders
Students are not permitted to participate in the VSEP and the SOL assessment for the same subject area test during the same administration.
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.
Anecdotal records and captioned photographs are not allowed as VSEP evidence.
Work samples in a multiple-choice format are not allowed as evidence, except as permitted by request for the End-of-Course Writing assessment.
Multiple attempts to complete the same work sample are not allowed.

60. Scoring Issues from 2014 -15 VSEP Scoring
Evidence fails to address the appropriate Depth of Knowledge
Evidence submitted frequently does not include demonstration of each required level of knowledge, especially “Higher Order Thinking.”
Evidence violates Scoring Rule 1 (Student-Generated Work)
Use of open-book and internet resources
Use of clues and hints that assist the student in answering correctly:
pre-writing graphic organizers (with words, labels, etc.)
text containing answers to questions asked 
inclusion of examples
inclusion of definitions
Use of multiple-choice format
Updated slide

61. The evidence sufficiently defends each requirement of the SOL.
Square roots are all expressed (application) in simplest radical form
Whole Numbers
#1 & #2
Monomial Algebraic Expression(s)
Whole Numbers
#5 & #6
Expressing cube roots of whole numbers in simplest radical form

62. Depth of Knowledge
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
2015 – 2016 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
SOL Enhanced Scope and Sequence Plus

63. 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

64. Key Verbs Higher Order Thinking Application Comprehension Recall
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

65. Depth of Knowledge Application Demonstrated
ES.1 The student will plan and conduct investigations in which
volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes in elevation/depth are calculated utilizing the most appropriate tools;
Temperature is measured, using appropriate tools.

66. Depth of Knowledge Application Not Demonstrated
ES.1 The student will plan and conduct investigations in which
volume, area, mass, elapsed time, direction, temperature, pressure, distance, density, and changes in elevation/depth are calculated utilizing the most appropriate tools;
The indicated temperature is identified.
No tool is used.

67. Hints and Clueing
Since a video guide is provided to the student while viewing the video, the evidence cannot be considered for credit.

68. Hints and Clueing
Since the student has access to the textbook to answer questions, the evidence cannot be considered for credit.

69. 69
Hints and Clueing
Since an example is provided to the student , the evidence cannot be considered for credit.
NEW SLIDE

70. Hints and Clueing
Since the definition of “personification” is given, the evidence cannot be considered for credit.

71. Multiple Choice
If student work contains multiple-choice test formats, the work cannot be considered for scoring, except with written approval from VDOE for the EOC Writing test.

72. VSEP Resources Available at:
2015 – 2016 VSEP Implementation Manual
VSEP Intent to Participate Form
Grades 3 – 8 Special Permission Request
VSEP Resubmission Form
VSEP Request to Rescore a VSEP CWC
VSEP Evaluation Plan Worksheets (End-of-Course worksheets and special permission)
VSEP Student Evidence Identification (SEI) Tag
VSEP Frequently Asked Questions

73. Virginia Modified Achievement Standards Test (VMAST)

74. VMAST
Available ONLY for students who are pursuing a standard diploma with credit accommodations or a modified standard diploma.
An online alternate assessment based on modified achievement standards available for Algebra I, End-of-Course (EOC) Reading, Grade 8 Reading, and Grade 8 Mathematics
“Modified” does not mean that the content is modified; items are based on grade level content
Maintains test constructs, but is less difficult than the SOL assessments
Is 20% shorter than SOL assessments
Based on SOL items with research-based supports and simplifications applied

75. Examples of VMAST Supports and Simplifications
Reduce answer options from 4 to 3
Simpler structure or vocabulary
Reduce number of variables, or simplify digits in mathematics problems
Highlight, color code or box important information
Provide strategies – reminders, hints, formulas
Provide interactive tools
Present items near relevant sections of short reading passages

76. VMAST Eligibility
VMAST is available ONLY to students who are pursuing a standard diploma with credit accommodations or a modified standard diploma.
To take the VMAST for verified credit purposes, students must:
pass the course and
score 374 or below following two attempts at the corresponding Standards of Learning End-of Course test. 
The passing score on VMAST is 400.
Note: VMAST scores may not be used to determine if a student may receive a locally awarded verified credit.
Testing Memo 1204 (May 1, 2015)

77. VMAST Resources
Available at: Test Resources Mathematics Standards of Learning and VMAST Testing Blueprints English Standards of Learning and VMAST Testing Blueprints VMAST Practice Items and Practice Item Guides Participation Resources Selecting Appropriate Students for VMAST VMAST Participation Criteria Form Sample VMAST Participation Criteria Form

78. Virginia Alternate Assessment Program (VAAP)

79. VAAP
An evidence-based alternative assessment for students with significant cognitive disabilities.
Available to eligible students with disabilities in grades and high school who are working on academic content reduced in depth and complexity.
Available in reading, writing, mathematics, science and history/Social Science.
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.
2015 – 2016 VAAP Implementation Manual p. vii – viii

80. VAAP Division Flexibility for High School
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 must provide this information to the Virginia Department of Education in SSWS for by completing a form in the Education Registry Application called VAAP Grades. After completing the form in SSWS, click on “Verification Report” and fax the signed copy to Alison Young at (804) by August 28, 2015.
2015 – 2016 VAAP Implementation Manual p. x

81. Eligibility
Participation is determined by the IEP team based on the VAAP participation criteria. Refer to Students with Disabilities: Guidelines for Assessment Participation available at
Additional information on VAAP Participation and the Determination of Significant Cognitive Disabilities is available at
2015 – VAAP Implementation Manual p. 1

82. Important Dates - VAAP 2015 - 2016
August 21, 2015
Deadline to complete “VAAP Grades” for your school division in SSWS in the Education Registry Application
January 4 - May 20, 2016
Register students for 2016 VAAP Collection of Evidence (COE) submissions (via Student Data Upload or manually)
March 28 - May 20, 2016
VAAP Score Entry
June 3, 2016
Shipping materials for COE selected for audit arrive in divisions
June 10, 2016
Deadline to ship COE selected for audit to Pearson
July 11, 2016
All score reports available in Pearson Access
July 15, 2016
Deadline for COE score correction requests
July 29, 2016
Audited COE returned to divisions

83. Reading, Writing, Mathematics, and Science
For reading, writing, mathematics, and science, teachers must select Aligned Standards of Learning (ASOL) only from the grade level in which the student is enrolled.
For the content areas listed above, the teacher must use the performance level system to indicate whether the student demonstrated the ASOL with:
significant support and modification (Level I),
partially demonstrated the ASOL (Level II), or
fully demonstrated the ASOL (Level III).
The highest score point a student may receive for:
Level I is 2
Level II is 3
Level III is 4
2015 – 2016 VAAP Implementation Manual p. 3

84. History/Social Science
History/Social Science ASOL have been re-organized into three groups.
Teachers must use the grade of student enrollment to select the appropriate History/Social Science group.
History/Social Science COE must be submitted during the same administration as students participating in the SOL tests.
Levels of Performance do not apply to History/Social Science.
2015 – 2016 VAAP Implementation Manual p. 3
Grade Level
Group
Grades 4 or 5
Elementary
Grades 6, 7, or 8
Middle
Grades 9, 10, or 11
High

85. VAAP Evidence
Various types of evidence may be submitted to demonstrate the student’s individual achievement on the ASOL.
Work Samples
Audio/Video
Anecdotal Records
Interviews
Data Chart/Graphs
Captioned Photographs
VAAP Implementation Manual, p

86. Important Reminders
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 must include the date of performance, a detailed description of the learning environment (instructions, materials and prompts provided), observed student performance and a statement of accuracy describing the student’s level of achievement on the ASOL.
Work samples (worksheets, tests or quizzes) that are submitted as evidence may not have been attempted before by the student individually or as a member of an instructional group.
2015 – 2016 VAAP Implementation Manual p. viii

87. Scoring Issues from 2014 - 2015 VAAP Audit
Use of the Levels of Performance
Level III Evidence fails to address the skills and knowledge in the ASOL stem
Level II evidence eliminates too many skills
Level I evidence does not address the basic concept or skill in the ASOL
Evidence violates Scoring Rule 1 (Student-Generated Work)
Use of hints and clueing that assist the student in answering correctly such as…
definitions and explanations
text and passages containing answers to questions
use of matching

88. Level III – Fully Demonstrated (fails to address the knowledge in the stem)
5S-LPS 1 c The student will investigate and understand basic plant anatomy and life process. Key concepts include
c) photosynthesis
The evidence for ASOL 5S-LPS 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 understanding photosynthesis by completing a worksheet with 100% accuracy.
The is no evidence for understanding basic plant anatomy and life process.
Overall, for the Level of Performance III, the quality of the evidence presented does not satisfy many of the requirements of the ASOL.

89. Evidence that defends the ASOL at Level III
HSS-SI 1 The student will plan and conduct investigations in which
e) variables are manipulated with repeated trials.
Annotation:
The evidence for ASOL HSS-SI 1e 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 planning the investigations by choosing the variables which would be manipulated. The evidence was also given credit for conducting investigations with multiple trials 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.
Choice =planning
Example in which planning was evidenced through student choice

90. Level II – Partially Demonstrated (elimination of too many skills)
8S-ECO 1 The student will investigate and understand the natural processes and human interactions that affect watershed systems. Key concepts include
b) the location and structure of Virginia’s regional watershed
Annotation:
The evidence for ASOL 8S-ECO 1b 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 requirements of investigation and understanding the natural processes and human interactions that affect watershed systems.
A14a was given credit for locating Virginia’s regional watershed systems on a map with 100% accuracy.
There is no evidence of the structure of Virginia’s regional watershed systems.
Overall, for the Level of Performance II, the quality of the evidence presented does not satisfy many of the requirements of the ASOL.
Full credit cannot be given if the evidence is “too partial”

91. Evidence that defends the ASOL at Level II
4M-NSCE 4b The student will
b) add and subtract double-digit whole numbers
Annotation:
The evidence for ASOL 4M-NSCE 4b 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 for subtraction.
The evidence was given credit for adding double-digit whole numbers with 92% accuracy.  
Overall, for the Level of Performance II, sufficient evidence is provided for the ASOL.
Acceptable partial demonstration

92. Level I – Demonstrated with Significant Support and Modification (does not address concept and skill in the ASOL)
7E-CN 1 The student will
d) determine author’s point of view in nonfiction text and compare to own point of view
Annotation:
The evidence for ASOL 7E-CN 1d 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 is identifying author’s purpose rather than point of view as required by the ASOL. Therefore, the evidence does not align to the ASOL.
Overall, the evidence submitted does not show any level of individual achievement for the ASOL being defended.
Author’s purpose
Modifications must address the skill of the ASOL but at a basic level. Credit cannot be given if ASOL is modified to address a different concept.

93. Evidence that defends the ASOL at Level I
5M-NSCE 4 The student will
b) solve two-step word problems using addition and subtraction of whole numbers.
Annotation:
The evidence for ASOL 5M-NSCE 4b 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 solving one-step word problems using addition. The supports provided were the spaces in which the student could draw pictures to represent the problems.
The evidence was given credit for correctly solving single-step word problems.
Overall for the Level of Performance I, sufficient evidence is provided for the ASOL that has been demonstrated with significant support and modification.
Acceptable modification

94. History/Social Science
HS-G 8 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by
a) Locating Virginia and its bordering states on maps of the United States
Annotation:
The evidence provides only a partially sufficient demonstration of the student’s knowledge and understanding of HS-G 8a.
The evidence was given credit for locating Virginia and its bordering states on a map of the United States with 100% accuracy.
There is no evidence of the physical geography and native peoples, past and present, of Virginia or an additional map as required by the ASOL.
Overall, the quality of the evidence presented does not satisfy many of the requirements of the ASOL.
Students often lost credit because the stem was not addressed.
Note: Levels of Performance are not applied to History/Social Science ASOL.

95. Hints and Clueing
Since the worksheet clues the student by providing definitions for fact and opinion, the evidence cannot be considered for credit.

96. Hints and Clueing
The explanation of how to add and subtract fractions gives the student a hint on how to answer the problems.

97. VAAP Resources
Available at:
Implementation Manual
Virginia Alternate Assessment Program
VAAP Frequently Asked Questions
VAAP Participation Criteria Form
VAAP Forms   (Word)   (PDF)
VAAP Aligned Standards of Learning
VAAP Reading
VAAP Mathematics
VAAP Science
VAAP Writing
SEI Tag Template
Preparing Student Evidence for VAAP Writing

98. Final Thoughts
All students with disabilities, including those on home-bound instruction or placed in alternative schools or private educational placements are expected to participate in the state assessments based on their IEPs or 504 plans.
VSEP Coursework Compilations and VAAP Collections of Evidence should be monitored during their development and pre-scored prior to submission for scoring.

99. Virginia Department of Education
Division of Student Assessment and School Improvement
(804)