virginia department of education division of student assessment and school improvement selecting...
TRANSCRIPT
Virginia Department of Education
Division of Student Assessment and School Improvement
Selecting Appropriate Students
Virginia Modified Achievement Standards Test (VMAST)
Purpose of this Presentation
To provide Division Directors of Testing, Special Education Directors, and other school leaders with information that can be shared with IEP team members responsible for making assessment decisions for students that may be appropriate for the Virginia Modified Achievement Standards Test (VMAST).
Presentation TopicsIEP Team Assessment
Responsibilities and RequirementsVirginia Assessment Options for
Students with DisabilitiesVMAST Overview and Sample ItemsSelecting VMAST ParticipantsVMAST ImplementationQuestions
IEP Team
Assessment Responsibilities and
Requirements
IEP Team Assessment
Responsibilities Federal and state laws require students
with disabilities to participate in the assessment component of the state accountability system. Students with disabilities must participate in all content area assessments that are available to students without disabilities enrolled in the same grade level. The student’s IEP team is responsible for determining how the student will participate and the appropriate assessment option.
State Assessment Requirements
The IEP must include...
Virginia Assessment
Options
Students with Disabilities
Federal Alternate Assessment Terms
Term Abbreviation
Definition
Alternate Assessment Based on Grade Level Achievement Standards
AA-GLAS A state test based on the same content and performance expectations as the General Assessment.
Alternate Assessment Based on Modified Achievement Standards
AA-MAS A state test based on the same content as the General Assessment, but with less rigorous performance expectations than the General Assessment.
Alternate Assessment Based on Alternate Achievement Standards
AA-AAS A state test based on different content and different performance expectations than the General Assessment.
Assessment Types Recognized by USDOE
Virginia Assessments
Uses Grade Level State
Content Standards
Performance judged on
Grade-Level Expectations
General Assessment SOL Tests YES YES
Alternate Assessments based on Grade Level Achievement Standards (AA-GLAS)
Virginia Substitute Evaluation Program (VSEP)
Virginia Grade Level Alternative(VGLA)
YES YES
Alternate Assessments based on Modified Achievement Standards (AA-MAS)
Virginia Modified Achievement Standards Tests (VMAST)
YES NO
Alternate Assessments based on Alternate Achievement Standards (AA-AAS)
Virginia Alternate Assessment Program (VAAP)
NO NO
Assessment Options forStudents with Disabilities
Virginia Assessment
s
Assessment Format
Content Areas
SOL TestsSOL Tests On-line and Paper Pencil Reading, Writing, Mathematics, Science and History/Social Science
Virginia Substitute Virginia Substitute Evaluation Program Evaluation Program
(VSEP)(VSEP)
Virginia Grade Level Virginia Grade Level AlternativeAlternative
(VGLA)(VGLA)
Evidence-Based Reading, Writing, Mathematics, Science and History/Social Science
Reading, Writing, Science and History/Social Science. (Mathematics will no longer be available starting in 2011-12)(Reading will no longer be available starting in 2012-2013)
Virginia Modified Virginia Modified Achievement Standards Achievement Standards Tests (VMAST)Tests (VMAST)
On-line Only Mathematics beginning in 2011-2012(Reading will be available beginning in 2012-2013)
Virginia Alternate Virginia Alternate Assessment Program Assessment Program (VAAP)(VAAP)
Evidence-Based Reading, Writing, Mathematics, Science and History/Social Science
Assessment Options forStudents 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 format with or without accommodations.
Virginia Substitute Evaluation Program (VSEP)
Virginia Grade Level Alternative(VGLA)
Student is instructed in grade level content. Disability prevents the demonstration of knowledge through multiple-choice format even with accommodations. Student requires an evidence-based assessment to access state assessments.
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 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.
Assessment Options forStudents with Disabilities
Virginia Modified Achievement
Standards Test
OverviewSample Items
In April 2007, USDOE sanctioned the development of modified achievement standards and assessments for a small group of students with disabilities.
United States Department of Education (USDOE) Announcement...
What’s the Difference?Content
Standards
Statements of the knowledge and skills teachers are expected to teach and students are expected to learn.
Achievement Standards
Statements of how students demonstrate their knowledge and skills of the content standards
VMAST Development Overview
Research conducted with Virginia educators to identify learner characteristics, develop participation criteria and identify supports and simplifications used in classroom instruction and assessments.
Supports and simplifications applied to existing on-line SOL mathematics and reading test items
Pilot studies and field tests conducted with students with disabilities likely to meet participation criteria to evaluate the effectiveness of supports and simplifications.
What is the VMAST?An alternate assessment based on modified
achievement standards
“Modified” does not mean that the content is modified. Items are based on grade level content
Only available in on-line delivery
Maintains test constructs, but is less difficult than the SOL assessments
Is 20% shorter than SOL assessments
What is the VMAST?
Research based supports and simplifications identified by Virginia educators are applied to existing SOL mathematics and reading test items.
Assesses grades 3-8 mathematics and Algebra I (available in 2011-2012)
Assesses grade 3-8 reading and EOC English: Reading (available in 2012-2013)
VMASTSupports and
Simplifications
Reduce answer options from 4 to 3Simpler structure or vocabularyAdd precise language for
clarificationReduce number of variables, or
simplify digits in mathematics problems
Divide item into discrete steps
VMASTSupports and
SimplificationsHighlight, color code or box
important informationProvide strategies – reminders,
hints, formulasProvide additional instructionsProvide interactive toolsAdd/alter graphicsPresent items near relevant sections
of short reading passages
VMAST Practice Items
http://www.doe.virginia.gov/testing/alternative_assessments/vmast_va_mod_achievement_stds_test/practice_items/index.shtml
Selecting VMAST Participants
Federal RequirementsLearner Characteristics
VMAST Participation Criteria
Student Profiles
Student has been provided high quality instruction including special education and related services and is still unlikely to achieve grade-level proficiency within the school year as evidenced by multiple valid measures of student progress over time.
Federal Requirements... Participants
May be within any of the 13 disability categories defined in IDEA. Students with 504 Plans are not eligible.
Student’s IEP must include grade-level academic content goals or standards-based goals.
Students’ disabilities preclude them from achieving grade-level proficiency, as demonstrated by objective evidence.
Federal Requirements...Participants
Virginia Eligible Participants
Students with Disabilities
Identified by IEP Teams
Instructed in grade level content
Disability prevents students from reaching grade level achievement in the same time frame as other students
Learner Characteristics Identified by Virginia
EducatorsWorks at a slower paceHas deficits in factual knowledgeHas difficulties engaging with materialsBenefits from differentiated instruction
and additional instructional timeRequires a high level of supportMay have below grade level reading
abilityMay have retention or memory deficits
VMAST Participation Criteria
Introductory Statement Students participating in the VMAST are
expected to learn grade-level content; however, they may require additional time and a variety of instructional and assessment supports. Students participating in VMAST do not receive a modified curriculum; the achievement expectations are modified and difficulty is reduced by including tools and supports that allow participating students to access and demonstrate knowledge of grade level content. Eligibility for VMAST must be determined separately for reading and mathematics.
Required Components:1.The student has a current IEP with grade-
level content goals.2.Student’s disability precludes him or her from
achieving and progressing commensurate with grade-level expectations
3.Student achievement and progress is evaluated using multiple, objective sources of evidence.
4.Student’s daily instruction and assessment modifications are clearly documented.
VMAST Participation Criteria
Qualifying Questions: 1. Does the student need significant instructional
supports to access grade level Standards of Learning and show progress?
2. Does the student need modified classroom assessments in order to demonstrate knowledge of grade level content?
3. Is the student not expected to achieve grade-level proficiency within the year?
All criteria must be met and supporting documentation provided.
VMAST Participation Criteria
Does the student need significant instructional modifications to access grade level Standards of Learning and show progress?
Requires intensive individualized supports, accommodations, and/or specialized programs/interventions
Requires increased frequency and duration of instruction and practice
Examples of Documentation
•List of accommodations used
•Instructional strategies provided
•Assistive technology provided
•Tutoring
•Research-based interventions
•Differentiated instruction
•Extra Learning Time
Examples of Documentation
• Description of the amount of time student has received individualized supports, accommodations and/or specialized programs and impact on progress.
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Requires intensive differentiated classroom assessments
Assessment accommodations alone do not allow student to fully demonstrate knowledge
Examples of Documentation
• Copies of supported assessment items or tests and description of student performance.
• Description of assessment items or tests administered to the student without supports and description of student performance.
Examples of Documentation
•Description of accommodations and explanation of why they have been insufficient.
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Does the student need modified classroom assessments in order to
demonstrate knowledge of grade level content?
Consistently requires remedial instruction to access grade level content. Despite provision of research-based interventions, student is not progressing at the rate expected for grade level. Given appropriate supports and tools , the student can access and demonstrate mastery of grade level content against an achievement expectations that are less difficult than required for proficiency on the SOL.
Examples of Documentation
•Benchmark test performance in content area after consistent use of individualized supports, accommodations, and specialized programs/interventions.
•Samples of student work in content area after consistent use of individualized supports, accommodations, and specialized programs/interventions that demonstrate student is not progressing at the rate expected for grade level.
•Other measures of student performance in content area after consistent use of individualized supports, accommodations, and specialized programs/interventions.
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Is the student not expected to achieve grade-level proficiency
within the year?
A Starting Point for IEP Teams...
GATHER IMPORTANT STUDENT INFORMATIONStudent Grade Level or Course EnrollmentInstructional Content (Grade Level or Alternative
Curriculum) Disability Learner Characteristics Accommodations Instructional Supports and/or Strategies ProvidedTimeframe Expected for Learning Instructional
ContentAssessment Performance
Critical Questions to Guide Assessment
Considerations1. Is the student instructed in grade level
content? If the student is instructed in grade level
content, then the IEP team must consider participation in the SOL assessment.
2. Can the student participate in the standard administration of the SOL assessment or are accommodations appropriate?
If the student’s disability impacts test accessibility, then the IEP team must consider appropriate accommodations.
Critical Questions to Guide Assessment
Considerations3. Can the student demonstrate knowledge and skill
through assessments in the multiple choice format?
If there is an indication that the student’s disability prevents the demonstration knowledge and skills in a multiple choice format even with accommodations, then the IEP team must consider the VGLA or the VSEP as appropriate.
4. Does the student show the need for extensive supports (beyond accommodations) in classroom instruction and assessments?
If the student needs extensive supports, then the IEP team should consider participation in the VMAST. The IEP team must answer “Yes” to each qualifying question and provide supporting documentation.
Student Profile #1 - Mary Student Grade Level – 8th Content Area/Course Considered - Algebra I Instructional Content – Grade Level Curriculum Disability – Learning Disability in the areas of Mathematics and
Reading Learner Characteristics – Cooperative, completes assignments,
poor decoding, but above average comprehension; difficulty with multi-step directions, poor visual memory.
Accommodations –Read-aloud/audio Instructional supports and/or strategies provided – Extended
time, manipulatives, repetition, one-to-one instruction. Computer-based Remediation program; Highlighting, Cue Cards.
Timeframe Expected for Learning – More than one year needed Assessment Performance – Failed Grade 8 Math SOL and
Science SOL (below 400) Below grade level performance on Algebra Readiness test; Passed VGLA Grade 8-Reading.
Student Profile #1 - Mary
Should the IEP team consider the VMAST Algebra I test for Mary?
YES NO
Rationale: Mary’s profile states that she is currently being instructed in grade level curriculum. Although she has been provided with supports such as extended time, repetition, and one to one instruction, the read-aloud/audio accommodation, and a specialized remediation program, it is expected that she will need more than one year to learn grade level content.
Next Steps: The IEP team should prepare a packet of documentation to include instructional supports and strategies provided, graded classroom assessments in which accommodations have been provided, records from teachers showing Mary’s progress in the content area. Standards-based IEP goals will also be needed.
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VMAST Participation Criteria Form
Section I Student/School Information
Content Area/Course Considered
Disability and Impact on Performance
Section II
Qualifying Questions and Documentation Intensive Individualized Instruction Classroom Assessments Student Performance
Section III
Justification Statement summarizing why the IEP team determined the student is appropriate for VMAST.
Signatures
Signatures of all IEP team members responsible for determining VMAST participation for student
MaryContent Area/Course Considered –
Algebra ISection I: Brief Overview of Student’s Disability
Mary was found eligible for special education services as a student with Learning Disabilities in reading and mathematics in grade 4. Specific areas of weakness include visual-spatial processing, visual memory, and processing speed. Evaluations of academic achievement conducted in March 2010 included the Basic Reading Inventory which measures reading and listening skills. This inventory indicated that Mary’s overall reading skills were at the 4th grade level with a specific weakness in decoding skills. Scores from the 8th Grade Algebra Readiness test indicated below grade level performance as follows: Number and Number Sense (5th grade level), Measurement and Geometry (6th grade level), Probability and Statistics, Patterns, Functions, and Algebra (4th grade level).
MaryContent Area/Course Considered –
Algebra ISection I:Impact of disability on classroom performance
Mary is unable to decode unfamiliar words and often has difficulty understanding new vocabulary presented across all content areas. Reading comprehension is improved in the classroom setting when information is presented orally through classroom discussions, texts in audio format, and the read-aloud accommodation. In the areas of mathematics, Mary shows weaknesses in general concepts, number sense, and in the interpretation of graphs and diagrams and other pictures. Mary also has difficulty attending to operational signs and the sequencing of steps in complex operations and frequently demonstrates computation errors and the incorrect application of the correct steps needed in problem-solving.
MaryContent Area/Course Considered –
Algebra ISection II: Qualifying Questions and Supporting Documentation
1. Does the student need significant instructional supports to access grade-level Standards of Learning (SOL) and show progress?
Yes No
2. Does the student need modified classroom assessments in order to demonstrate knowledge of grade level or course content?
Yes No
3. Is the student not expected to achieve grade level proficiency within the year?
Yes No
MaryContent Area/Course Considered –
Algebra ISection III: Justification Statement Mary’s learning disability in mathematics has presented
significant challenges as Mary engages in the grade 8 curriculum. Grade 8 mathematics includes concepts such as solving multistep equations and inequalities, graphing, visualizing three-dimensional shapes represented in two-dimensional drawings, transformations, etc. Mary’s mastery of these concepts appears to be negatively impacted by her weakness in visual- spatial processing, visual memory and processing speed. Her learning is further hampered by difficulties with sequencing and in applying operational signs. It appears, however that Mary benefits from individualized supports such as highlighting, underlining, and cues which focus her attention on critical information needed in problem solving. The use of read-aloud/ audio accommodation is not sufficient to provide access. Additional supports are needed in the testing environment to provide Mary with the opportunity to demonstrate her knowledge and skill. Based on this information the IEP team has determined that Mary is eligible for participation in the Algebra I VMAST.
Student Profile #2 - Jordon
Student Grade Level – 3rd
Content Area/Course Considered – Grade 4 Mathematics Instructional Content – Grade Level Curriculum Disability – Not Specified Learner Characteristics – Difficulties in retrieving
information, organizing new information, and completing tasks, interacts socially at inappropriate times
Accommodations – Small setting for testing, frequent breaks, manipulatives
Instructional supports and/or strategies provided – Verbal prompts.
Timeframe Expected for Learning – Likely to complete in one year
Assessment Performance – State assessment data not provided.
Student Profile #2 - Jordon
Should the IEP team consider the VMAST Grade 4 Mathematics test for Jordon?
√ YES NO
Rationale: Jordon is currently being instructed in grade level curriculum. His profile suggest that although he has some of the learner characteristics (i.e. difficulties with retrieval and organization) associated with VMAST participants, measures such as the Woodcock –Johnson and classroom observations, suggest that he is making excellent progress. Accommodations and supports provided to Jordon are effective in providing access, but not considered extensive. With the progress currently being made, Jordon is likely to master grade level content in one school year.
Next Steps: IEP team should strongly considered participation in the Grade 4 SOL mathematics assessment. Individual or small group testing accommodations should also be considered to reduce distractions.
Student Profile #3 - William
Student Grade Level – 7th
Content Area/Course Considered – Grade 8 Mathematics Instructional Content – Grade Level Curriculum Disability – Intellectual Disability Learner Characteristics – Strong verbally, Below grade level
reading skills Accommodations – Assistive Technology (Speech to Text,
Spell Checker, Word Prediction Software, Dictation to a Scribe, Read/Aloud
Instructional supports and/or strategies provided – Checklist with pictures of steps for solving multi-step equations
Timeframe Expected for Learning – More than one year needed
Assessment Performance – Passed SOL Grade 7 Reading and Math test using accommodations.
Student Profile #3 - William
Should the IEP team consider the VMAST Grade 8 Mathematics test for William?
YES NO √ Rationale: William is able to access the grade 8 curriculum,
although he has reading skills that are significantly lower than his grade level. Assistive technology, dictation to a scribe and the read-aloud accommodations have had a positive impact on William performance across content areas, including mathematics. Performance on measure such as the STAR and Math Assessments, SOL tests and a review of the Algebra I standards suggest that William’s disability will not preclude him from meeting grade level expectations if he continues to be provided with the appropriate accommodations.
Next Steps: IEP team should strongly consider participation in the Grade 8 SOL mathematics test. Accommodations used in instruction should also be considered for SOL testing.
Student Profile #4 - Amanda
Student Grade Level – 7th
Content Area/Course Considered – Grade 8 Mathematics Instructional Content – Grade Level Curriculum Disability – Learning Disability in the areas of Reading
and Mathematics Learner Characteristics – Poor decoding skills, Below
grade level mathematics performance, Difficulty with abstract concepts.
Accommodations – Books on tape, Text to Speech software, Calculator, Concrete Models, Read-Aloud.
Instructional supports and/or strategies provided – Visual organizers
Timeframe Expected for Learning –Assessment Performance – None provided
Student Profile #4 - Amanda
Should the IEP team consider the VMAST Grade 8 mathematics test for Amanda?
YES NO
Rationale: Amanda is receiving grade level content instruction. Her profile states that she is easily distracted, has poor reading skills and has difficulty with abstract concepts especially in mathematics. Her current skills are well below grade level and she continues to have difficulty mastering concepts such as order of operations, single and multiple step problems. Continued use of accommodations along with additional mathematic instruction will be needed as Amanda moves forward with grade level content.
Next Steps: IEP team should discuss VMAST qualifying questions along with supporting documentation. Standards-based IEP goals will also be needed.
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VMAST Implementation
Implementation ScheduleVMAST Mathematics Field Testing
Resources
2010-2011
2011-2012
2012-2013
Field tests conducted for VMAST in grades 3-8 mathematics and Algebra 1
Field test conducted for VMAST in grades 3-8 reading and EOC Reading
No field testing
Operational VMAST assessments not yet available
Operational VMAST assessments are available in grades 3-8 mathematics and Algebra I
Operational VMAST assessments are available in grades 3-8 reading and mathematics, Algebra I, and EOC Reading
VMAST Implementation Schedule
Available at: h
ttp://www.doe.virginia.gov/testing/alternative_assessments/index.shtml
Participation CriteriaPractice Tests (will be updated in 2011)Practice Test Guides (will be updated in 2011)
Examiner’s Manuals (will be updated 2011)
VMAST Resources
Frequently Asked Questions
Q. Will passing VMAST grade 8 reading and mathematics scores be used for literacy and numeracy certifications for the Modified Standard Diploma?
A. Yes, high school students working toward a Modified Standard Diploma may use passing VMAST scores to fulfill the numeracy and literacy requirements.
Superintendent’s Memo #054-11 dated February 18, 2011
Frequently Asked Questions
Q. Will passing VMAST Algebra I and EOC English: Reading scores be used for verified credit?
A. Yes, students may use passing Algebra I and end-of-course reading scores for verified credit as required for the standard and advanced studies diplomas or to fulfill the numeracy and literacy requirements of the Modified Standard Diploma.
Superintendent’s Memo #054-11 dated February 18, 2011
Frequently Asked QuestionsQ. Since the VGLA mathematics tests will not be
available in 2011-2012, will all of the students currently participating in VGLA mathematics tests be eligible for VMAST mathematics tests.
A. No. All students currently participating in VGLA mathematics tests will not be eligible to participate in VMAST mathematics tests. VMAST is based on modified achievement standards and the VGLA is based on grade level achievement standards. Additionally, the VMAST participation criteria is different from the VGLA participation criteria.
Frequently Asked Questions
Q. Can students with 504 Plans participate in the VMAST?
A. No. Federal requirement restrict participation in Alternate Assessments based on modified achievement standards to a small group of students identified as disabled under IDEA.
Frequently Asked Questions
Q. Is there a possibility the students with limited English proficiency will have access to the VMAST.
A. If a student with limited English proficiency is also identified as a student with a disability under IDEA, he or she may be considered by the IEP team for VMAST participation. This consideration is based on the student’s disability status only.
Questions
Virginia Department of Education
Division of Student Assessment and School Improvement
(804) [email protected]