Virginia Grade Level Alternative (VGLA) Reading Assessment Program Update 2015-2016

Topics Program Overview and Eligibility What’s New for 2015-2016 Preparing for the VGLA Reading Assessment VGLA Reading Assessment Collections of Evidence (COE) Depth of Knowledge Hints and Clueing Scoring Scoring Examples Resources 2 2

Program Overview The VGLA Reading assessment is an alternative assessment for the Standards of Learning (SOL) Reading test. It is a nontraditional mode of testing which provides the student the opportunity to demonstrate content knowledge and achievement. The VGLA Reading assessment is comprised of student-developed products and work samples (evidence) that demonstrate understanding or skills addressed in the Reading SOL for the student’s grade of enrollment. The VGLA Reading assessment products and work samples are compiled into a Collection of Evidence (COE). 3 3

Program Eligibility The VGLA Reading assessment may be considered for a limited English proficient (LEP) student who cannot access the SOL Reading test, even with accommodations, if he/she meets the eligibility criteria. The VGLA Reading assessment is available only to LEP students in grades 3-8 who meet the eligibility criteria. An LEP student’s eligibility to participate in the VGLA Reading assessment is based on the student’s English proficiency as determined by: the Overall Score (Composite) from the spring 2015 ACCESS for ELLs® test or the composite score from the W-APT™ or WIDA MODEL™ English language screening assessment administered during the 2015-2016 school year. 4 VGLA Reading Assessment Implementation Manual, 2015-2016, pages viii and 1 4

Program Eligibility, continued VGLA Reading Assessment Eligibility Criteria Grade-Level Cluster Composite Score from: ACCESS for ELLs or W-APT* or WIDA MODEL* 3-5 1.0 through 3.5 6-8 1.0 through 3.3 *If the LEP student does not have an Overall Score (Composite) from the spring ACCESS for ELLs test, the composite score from the W-APT or WIDA MODEL English language screening assessment may be used. 5 VGLA Reading Assessment Implementation Manual, 2015-2016, pages viii and 1 5

Program Eligibility, continued The VGLA Reading assessment participation must be determined by the LEP committee and documented in the LEP student’s LEP Student Assessment Participation Plan. 6 VGLA Reading Assessment Implementation Manual, 2015-2016, page 1 6

What’s New for 2015-2016 The VGLA assessment is no longer available to students with disabilities. The VGLA Reading assessment continues to be available only for eligible students with limited English proficiency. Notification of this change was announced in Superintendent’s Memo 202-14, dated August 1, 2014. 7 VGLA Reading Assessment Implementation Manual, 2015-2016, page vii 7

LEP Students with Disabilities An LEP student with a disability is referred to as a “dually identified” student. A dually identified student may participate in the VGLA Reading assessment if the student meets the eligibility criteria (see slide 5). IEP or 504 teams and LEP committees must work collaboratively to determine VGLA Reading assessment participation and accommodations based on LEP and disability statuses. Assessment participation and accommodations must be documented in the IEP or 504 Plan and the LEP Student Assessment Participation Plan. 8 VGLA Reading Assessment Implementation Manual, 2015-2016, page 1 8

Preparing for the VGLA Reading Assessment Discuss the VGLA Reading assessment program and requirements with LEP students and parents. Develop an instructional plan: LEP students are expected to demonstrate their knowledge and skills on all SOL specified in the test blueprint for their grade level of enrollment; delivery of grade-level content must occur either in a general education or English as a second language educational setting; and testing accommodations should be provided as documented in the student’s current LEP Student Assessment Participation Plan. 9 VGLA Reading Assessment Implementation Manual, 2015-2016, pages 2 and 3 9

VGLA Reading Collections of Evidence All VGLA Reading assessment evidence must be completed in the presence of the content teacher or other school personnel and under testing conditions in which the student does not have access to hints, clueing, or prompts that would provide answers. VGLA Reading assessment evidence should be collected throughout the school year. 10 VGLA Reading Assessment Implementation Manual, 2015-2016, pages 4 through 8 10

VGLA Reading Collections of Evidence, continued VGLA Reading assessment evidence is expected to address all parts of the SOL stem and bullets: Reading SOL 4.4 The student will expand vocabulary when reading. Use context to clarify meanings of unfamiliar words. Use knowledge of roots, affixes, synonyms, antonyms, and homophones. Use word-reference materials, including the glossary, dictionary, and thesaurus. Develop vocabulary by listening to and reading a variety of texts. Use vocabulary from other content areas. 11 VGLA Reading Assessment Implementation Manual, 2015-2016, page 4 11

VGLA Reading Collections of Evidence, continued All evidence submitted in a VGLA Reading assessment COE must: address all stems and bullets for all grade-level Reading SOL specified in the test blueprint; be completed under the supervision of the content area teacher, ESL teacher, or other school personnel and under testing conditions; and have a signed 2015-2016 Affidavit of LEP Student Performance verifying that all evidence was completed by the student independently under the appropriate testing conditions. 12 VGLA Reading Assessment Implementation Manual, 2015-2016, page 4 and Appendix C 12

VGLA Reading Collections of Evidence, continued VGLA Reading assessment COE may consist of the following types of evidence (details on the following slides): Work Sample Audio Video Interview Data Chart/Graph Anecdotal records and captioned photographs are not permitted to be used as evidence. 13 VGLA Reading Assessment Implementation Manual, 2015-2016, pages 4 through 8 13

Acceptable Types of Evidence: VGLA Reading Collections of Evidence, continued Acceptable Types of Evidence: Work Sample: worksheets, tests, quizzes, writing samples, or any other student-generated work; Audios: an audio clip, for example, may have a student answering questions about a specific topic or describing a procedure to demonstrate knowledge of the procedure (include a transcription); Video: a video, for example, may show a student working at a chalkboard or dry-erase board to demonstrate a skill or knowledge, or being interviewed on a specific topic or performing a specific skill (include a transcription); 14 VGLA Reading Assessment Implementation Manual, 2015-2016, pages 5 through 7 14

VGLA Reading Collections of Evidence, continued Acceptable Types of Evidence (continued): Interview: an interview, for example, might be conducted by the teacher with the student where the teacher asks the student questions related to a specific concept, skill, or topic and the student provides responses (include a transcription); and Data Chart/Graph: are acceptable as evidence if they contain specific information that relates to the student’s skills and knowledge, the task that the student was directed to do, the date of performance, and the student’s level of accuracy for achievement of the SOL being demonstrated. 15 VGLA Reading Assessment Implementation Manual, 2015-2016, page 8 15

Unacceptable Types of Evidence: VGLA Reading Collections of Evidence, continued Unacceptable Types of Evidence: Anecdotal records are not permitted to be used as evidence. Captioned photographs are not permitted to be used as evidence. Multiple attempts by the student to complete the same work samples such as worksheets, tests, or quizzes are not acceptable as evidence. Work samples generated by the student as a member of an instructional group where the contribution of the student is not clearly identified are not acceptable as evidence. 16 VGLA Reading Assessment Implementation Manual, 2015-2016, pages 5 and 12 16

Depth of Knowledge Expectations for the VGLA Reading Assessment 17 17

Depth of Knowledge Students are expected to demonstrate the depth of knowledge addressed by the SOL for Reading when completing work samples for the VGLA Reading assessment COE. If a work sample in the evidence does not demonstrate the depth of knowledge addressed by the SOL, the highest score point the student can achieve is “1.” 18 VGLA Reading Assessment Implementation Manual, 2015-2016, pages 3-4, 12, and 18 18

Depth of Knowledge, continued All elements of the SOL stem and bullets must be demonstrated. Key verbs specified in the SOL indicate the cognitive demand that is expected. Resources: VGLA Reading Assessment Implementation Manual, 2015-2016, Appendix B SOL Curriculum Framework SOL Enhanced Scope and Sequence 19 VGLA Reading Assessment Implementation Manual, 2015-2016, pages 3-4, 12, and 18 19

Depth of Knowledge, continued The depth of knowledge categories are based on Bloom’s Taxonomy, a model that pyramids the stages and progression of critical thinking. There are four major categories that describe cognitive processes in the hierarchical structure. Each category is comprised of a list of verbs that correlates to that level of critical thinking and cognitive processes. Reviewing the key verb(s) used in the SOL and referencing Bloom’s Taxonomy is helpful in determining the depth of knowledge the LEP student is expected to demonstrate. 20 VGLA Reading Assessment Implementation Manual, 2015-2016, pages 3-4, 12, and 18 20

Depth of Knowledge Categories Higher Order Thinking This category includes the cognitive processes of analyzing, synthesizing, and evaluating information. Application This category includes the cognitive process of using known information to solve new problems. Comprehension This category includes the cognitive process of manipulating recall level information in a basic way, such as explaining an idea or concept in one’s own words. Recall Knowledge This category includes the cognitive process of remembering information. 21 VGLA Reading Assessment Implementation Manual, 2015-2016, page 18 21

Sample Key Verbs Higher Order Thinking Recall Knowledge Application 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 Knowledge Choose, Define, Identify, Label, List, Match, Observe, Quote, Recite, Select, State 22 VGLA Reading Assessment Implementation Manual, 2015-2016, page 18 22

“Recall Knowledge” Demonstrated Depth of Knowledge: “Recall Knowledge” Demonstrated The student is expected to demonstrate understanding at the Recall Knowledge level. SOL 7.4 The student will read to determine the meanings and pronunciations of unfamiliar words and phrases within authentic texts. Identify word origins and derivations. Use roots, cognates, affixes, synonyms, and to expand vocabulary. Identify falls into the Recall Knowledge category and is fully demonstrated. 23 23

“Comprehension” Demonstrated Depth of Knowledge: “Comprehension” Demonstrated SOL 4.6 The student will read and demonstrate comprehension of nonfiction texts. d) Identify the main idea. e) Summarize supporting details. The student is expected to demonstrate understanding at the Comprehension level. Summarizing falls in the Comprehension category and is fully demonstrated. 24 24

“Application” Demonstrated Depth of Knowledge: “Application” Demonstrated SOL 2.10 The student will demonstrate comprehension of information in reference materials. c) Use dictionaries, glossaries, and indices. The student is expected to demonstrate understanding at the Application level. Use falls in the Application category and is fully demonstrated. 25 25

“Higher Order Thinking” Demonstrated Depth of Knowledge: “Higher Order Thinking” Demonstrated SOL 7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. g) Make inferences and draw conclusions based on the text. The student is expected to demonstrate understanding at the Higher Order Thinking level. Draw Conclusions falls in the Higher Order Thinking category and is fully demonstrated. 26 26

“Application” and “Higher Order Thinking” Demonstrated Depth of Knowledge: “Application” and “Higher Order Thinking” Demonstrated SOL 6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. c) Identify questions to be answered. d) Make, confirm, or revise predictions. The student is expected to demonstrate understanding at the Application and Higher Order Thinking levels. Making and Confirming Predictions fall in the Application category and is fully demonstrated. Revising Predictions falls in the Higher Order Thinking category and is fully demonstrated. 27 27

Hints and Clueing Examples for the VGLA Reading Assessment 28 28

Hints and Clueing Hints and clueing provide information that can direct the student to the correct answer or provide an unfair advantage. Examples of hints and clueing include: Open-book resources; Indicating a correct response with bold, italic, or underscored fonts; Indicating a correct response with a graphic; Including definitions; or Including examples. 29 29

A dictionary is an open-book resource. Hints and Clueing This evidence cannot be considered for scoring for Reading SOL 2.5c because a dictionary is an open-book resource. SOL 2.5 The student will use phonetic strategies when reading and spelling. c) Decode regular multisyllabic words. A dictionary is an open-book resource. 30 30

Hints and Clueing, continued This evidence cannot be considered for scoring for Reading SOL 3.4a because the words in bold font provide clues. SOL 3.4 The student will expand vocabulary when reading. a) Use knowledge of homophones. The homophones are identified in bold, thereby clueing. 31 31

Hints and Clueing, continued This evidence cannot be considered for scoring for Reading SOL 8.5a because definitions and examples are provided. SOL 8.5 The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry. a) Explain the use of symbols and figurative language. “Symbol” is defined, and examples are provided. 32 32

Scoring the VGLA Reading Assessment 33 33

VGLA Reading Assessment: Scoring School divisions are responsible for conducting local scoring events for VGLA Reading assessment COE. The DDOT will designate a scoring event coordinator and identify scorers for the local scoring event. Teachers cannot score evidence they prepared or collected. If a scorer has provided training or technical guidance to the student, he/she may not score that particular COE. 34 VGLA Reading Assessment Implementation Manual, 2015-2016, page13 34

VGLA Reading Assessment: Scoring, continued VGLA Reading assessment COE are scored holistically at the standard level. The evidence is scored as a whole to determine the most appropriate overall score point based on the quality of the evidence provided. VGLA Reading assessment evidence is scored using a five-point scoring rubric and rubric addendum to judge the evidence presented in the COE as it relates to the SOL being demonstrated. 35 VGLA Reading Assessment Implementation Manual, 2015-2016, page11 35

Scoring Rubric and Rubric Addendum 36 36 VGLA Reading Assessment Implementation Manual, 2015-2016, page 11 36

Scoring Rules The VGLA Scoring Rules address several issues that may be encountered during scoring: Appropriate sources of evidence Student Evidence Identification (SEI) tags Grade Level Depth of Knowledge Grading Any evidence that violates the scoring rules cannot be considered for scoring. 37 37

Scoring Rules, continued Rule 1: Evidence must be student-generated. If the student work is copied from sources such as the chalkboard, texts, or computer, the work cannot be considered in scoring. If the student work is based on a take-home test, open- book test, or homework, the work cannot be considered in scoring. If the student work includes examples or directions with hints, clueing, or prompts that would provide answers or an unfair advantage, the work cannot be considered in scoring. If student work is done as part of a group project or assignment and the contribution of the student is not clearly identified, the work cannot be considered in scoring. 38 VGLA Reading Assessment Implementation Manual, 2015-2016, page 12 38

Scoring Rules, continued Rule 2: Evidence must include a correct SEI Tag. If there is no Student Evidence Identification (SEI) Tag, the evidence cannot be considered in scoring. An appropriately completed SEI Tag must be attached to each piece of evidence submitted for consideration. Specific SOL number(s) and bullets must be indicated: STUDENT EVIDENCE IDENTIFICATION (SEI) TAG Content Area: SOL: Bullet: Inferred: Demonstrated: Reading is indicated. VSEP VGLA VGLA is indicated. X Reading 6.6 The SOL is indicated. d,e  Demonstrated is indicated. The Bullets are indicated. 39 VGLA Reading Assessment Implementation Manual, 2015-2016, pages 9 and 12 39

Scoring Rules, continued Rule 2: Evidence must include a correct SEI Tag. (continued) A single, correctly completed SEI tag is acceptable when a piece of evidence includes multiple pages (i.e. stapled pages or pages that are a clear continuation). Preferably, the SEI tag should be on the first page. An SEI tag also must be on evidence submitted on audio or video tapes or other media storage devices. 40 VGLA Reading Assessment Implementation Manual, 2015-2016, page 12 40

Scoring Rules, continued Rule 3: Evidence must clearly demonstrate student performance at or above the level required by the SOL being defended. If the work sample is clearly below the level required by the SOL, the highest score point the student can achieve is “1.” 41 VGLA Reading Assessment Implementation Manual, 2015-2016, page 12 41

Scoring Rules, continued Rule 4: Evidence must clearly demonstrate the depth of knowledge expected of the student in accordance with the SOL test blueprint. If the work sample does not demonstrate the depth of knowledge addressed by the SOL, the highest score point the student can achieve is “1.” 42 VGLA Reading Assessment Implementation Manual, 2015-2016, page 12 42

Scoring Rules, continued 5: Evidence must be graded. If the evidence includes work samples such as worksheets, tests, and quizzes, the work samples must be graded by the teacher, and correct and/or incorrect answers should be clearly identified. The grade may be a letter grade, numerical grade, or evaluative comment(s) as determined appropriate by the teacher. If audio, video, or interview evidence is submitted, it must include a statement of accuracy so the student’s level of individual achievement is clear to the scorer. If the information included in the work sample can not be verified, the scorers should verify the accuracy of the student’s work. 43 VGLA Reading Assessment Implementation Manual, 2015-2016, page 12 43

Examples of Evidence The following examples are evidence representing each score point. 44 44

Example: Score Point 0 SOL 7.4 The student will read to determine the meaning and pronunciations of unfamiliar words and phrases within authentic texts. Identify word origins and derivations. Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. Identify and analyze figurative language. Identify connotations. The evidence is not aligned with the SOL and does not address determining the meanings and pronunciations of unfamiliar words and phrases within authentic texts. There is no evidence that the student demonstrates the skills and knowledge stated in the SOL being addressed. 45 45

Example: Score Point 1 SOL 4.4 The student will expand vocabulary when reading. Use knowledge of roots, affixes, synonyms, antonyms, and homophones. Use context clues to clarify meaning of unfamiliar words. A very basic level of understanding is demonstrative of expanding vocabulary when reading. The depth of knowledge, however, is satisfied and credit is given for using (application) context to clarify meaning of unfamiliar words. A very basic level of understanding is demonstrative of expanding vocabulary when reading. The depth of knowledge, however, is satisfied and credit is given for using (application) knowledge of homophones. 46 46

Example: Score Point 2 SOL 7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. Describe the elements of narrative structure including setting, character development, plot structure, theme, and conflict. Describe the impact of word choice, imagery, and literary devices including figurative language. The depth of knowledge is mostly satisfied and credit is given for describing (comprehension) the impact of word choice, imagery, and figurative language. The depth of knowledge is mostly satisfied and credit is given for describing (comprehension) setting, plot structure, theme, and conflict. The evidence does not address describing (comprehension) character development. 47 47

Example: Score Point 2, continued SOL 7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. The evidence is incomplete since it does not address the following bullets for SOL 7.5: Describe (comprehension) character development; Compare and contrast (higher level thinking) various forms of and genres of fictional texts; Identify (recall) conventional elements and characteristics of a variety of genres; Make (application), confirm (application), and revise (higher order thinking) predictions; Identify (recall) the main idea; Summarize (comprehension) text relating supporting details; Identify (recall) the author’s organizational pattern; and Identify (recall) cause and effect relationships. Make inferences and draw conclusions based on the text. The depth of knowledge is mostly satisfied and credit is given for making inferences (comprehension). 48 48

Example: Score Point 3 SOL 2.5 The student will use phonetic strategies when reading and spelling. Decode regular multisyllabic words. The evidence provides a reasonably sufficient demonstration of using phonetic strategies. The depth of knowledge is satisfied and credit is given for using (application) phonetic strategies when reading and decoding (application) regular multisyllabic words. The evidence “Syllable Zoo” cannot be considered in scoring because the student is instructed to use the dictionary if unsure where to divide the word into syllables (clueing), which violates Scoring Rule 1. 49 49

Example: Score Point 4 SOL 3.7 The student will demonstrate comprehension of information from a variety of print and electronic resources. Use encyclopedias and other reference books, including online reference materials. Use encyclopedias and other reference books, including online reference materials. The evidence fully satisfies the depth of knowledge required to demonstrate comprehension of information from a variety of print resources and credit is given for using (application) encyclopedias. The evidence fully satisfies the depth of knowledge required to demonstrate comprehension of information from a variety of print resources and credit is given for using (application) an almanac for other reference books. 50 50

Example: Score Point 4 , continued SOL 3.7 The student will demonstrate comprehension of information from a variety of print and electronic resources. Use encyclopedias and other reference books, including online reference materials. Use table of contents, indices, and charts. The evidence fully satisfies the depth of knowledge required to demonstrate comprehension of information from a variety of print resources and electronic resources using (application) online reference materials (Internet). The evidence fully satisfies the depth of knowledge required to demonstrate comprehension of information from a variety of print resources and credit is given for using (application) a table of contents. 51 51

Example: Score Point 4 , continued SOL 3.7 The student will demonstrate comprehension of information from a variety of print and electronic resources. There is a minor lapse in completeness since the evidence for this score point does not address using charts. Use table of contents, indices, and charts. The evidence fully satisfies the depth of knowledge required to demonstrate comprehension of information from a variety of print resources and credit is given for using (application) an index. 52 52

Resources The following resources are posted to the VIRGINIA GRADE LEVEL ALTERNATIVE (VGLA) page of the VDOE Web site: Implementation Manual, 2015-2016 VGLA Student Evidence Identification (SEI) Tag Template Score Ranges and Proficiency Levels Established by the Board of Education VGLA Frequently Asked Questions VGLA Forms Worksheets Reading Worksheets for Limited English Proficient Students Grade 3 Reading Grade 4 Reading Grade 5 Reading Grade 6 Reading Grade 7 Reading Grade 8 Reading 53 53

Resources, continued Optional Forms for Preparation of Evidence for Limited Proficient Students 2010 Standards of Learning Grade 3 Reading Tracking Form/Cover Sheet Grade 4 Reading Tracking Form/Cover Sheet Grade 5 Reading Tracking Form/Cover Sheet Grade 6 Reading Tracking Form/Cover Sheet Grade 7 Reading Tracking Form/Cover Sheet Grade 8 Reading Tracking Form/Cover Sheet 2002 Standards of Learning for Fall 2012 4x4 Block Schedule Only Grade 6 Reading (2002) Tracking Form/Cover Sheet Grade 7 Reading (2002) Tracking Form/Cover Sheet Grade 8 Reading (2002) Tracking Form/Cover Sheet VGLA Scoring & Performance Reports VGLA Score Ranges and Proficiency Levels Established by the Board of Education Understanding Your Child’s VGLA Report 54

Contact Information Robert Fugate LEP Assessment Specialist Virginia Department of Education Student_Assessment@doe.virginia.gov (804) 225-2102 55 55