So You’re Doing the VGLA: Presenting a strong collection of evidence Virginia Council of Administrators of Special Education

So You’re Doing the VGLA:

Presenting a strong collection of

evidence

Virginia Council of Administrators of Special Education

Participants will:

Review required components of a VGLA collection of evidence;

Discover optional resources that assist in the organization of a VGLA collection of evidence; and

Learn various differentiated instruction techniques to produce a VGLA collection of evidence.

A VGLA collection submitted for scoring to the local

scoring team must contain the following:

A signed VGLA Affidavit of Student Performance that demonstrates the student’s sole ownership/authorship.

Properly labeled evidence that demonstrates individual achievement on all targeted Standards of Learning.

A VGLA Assessment Worksheet used for scoring (recommended).

AffidavitRevised Affidavit of StudentPerformance includes multiplesignature lines for:

Special Education Teacher

Course Content Teacher

Building Administrator/ Designee

Other

Student Evidence Identification (SEI) TagContent Area submitted

Standard of Learning defended

Bullet of SOL defended(if applicable)

Check one or both

VGLA VSEP

Content Area: MathematicsSOL: 8.14Bullet: bInferred: Demonstrated:

STUDENT EVIDENCE IDENTIFICATION (SEI) TAG

Beginning with the 2007- 2008 school year, all items submitted in the COE/CWC should include the newly designed Student Evidence Identification (SEI) tag.

Worksheets (recommended)

www.ttaconline.org

http://www.ttaconline.org/

EvidenceA collection may consist of a combination of the following types of evidence:

Work Samples - tests, quizzes, worksheets, and projects

Audiotape/Videotape – oral presentation, role play Anecdotal Record - observation using a protocol Interview Charts/Graphs

However, ONLY work completed by the student under the direct supervision of a teacher or paraprofessional is allowable.

Evidence must demonstrate knowledge and/or skills in the targeted SOL.

Evidence should be submitted for all of the assessed SOL based on the test blueprints.

Evidence may prove mastery of more than one SOL.

All evidence must be solely the student’s work completed in the presence of a teacher or authorized school personnel.

Evidence

USI.4 The student will demonstrate knowledge of European exploration in North America and West Africa by

a) describing the motivations, obstacles, and accomplishments of the Spanish, French, Portuguese, and English explorations;

b) describing cultural interactions between Europeans and American Indians (First Americans) that led to cooperation and conflict;

c) identifying the location and describing the characteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders.

Evidence submitted must include everything in the stem as well as all of the bullets.

USI.4a The student will demonstrate knowledge of European exploration in

North America and West Africa by describing the motivations, obstacles, and accomplishments of the Spanish, French, Portuguese, and English explorations.

USI.4b The student will demonstrate knowledge of European exploration in North America and West Africa by describing cultural interactions between Europeans and American Indians (First Americans) that led to cooperation and conflict.

USI.4c The student will demonstrate knowledge of European exploration in NorthAmerica and West Africa by identifying the location and describing thecharacteristics of West African societies (Ghana, Mali, and Songhai) and their interactions with traders.

RC 5

RC 1

RC 1

VGLA/VSEP DISContent Area: HistorySOL: US1.4Bullet: aInferred: Demonstrated: X

VGLA/VSEP DISContent Area: HistorySOL: US1.4Bullet: bInferred: Demonstrated: X

VGLA/VSEP DISContent Area: HistorySOL: US1.4Bullet: cInferred: Demonstrated: X

USI.4 A – create a chart

USI.4 B – submit a video tape interview (with script)

Possible evidence to demonstrate proficiency of USI.4 A & USI.4 B

Remember: USI.4 C will be scored in RC 5

SOL Disaggregation

8.17 The student will create and solve problems, using proportions, formulas, and functions.

SOL Disaggregation

8.6 The student will verify by measuring and describe the relationships among vertical angles, supplementary angles, and complementary angles and will measure and draw angles of less than 360°.

SOL Disaggregation 8.14 The student will

a) describe and represent relations and functions, using tables, graphs, and rules; and

b) relate and compare tables, graphs, and rules as different forms of representation for relationships.

SOL Instructional Tracking Form

Optional

SOL Instructional Tracking Form

The COE should be reviewed

throughout the school year

VGLA COE Organizer

Optional

1 of 18

VGLA Collection of Evidence (COE) Coversheet

Optional

VGLA Collection of Evidence (COE) Coversheet

Required Components

Optional Components

Score Point - 15.16 The student will identify, compare, and analyze properties of three-dimensional (solid) geometric shapes (cylinder, cone, cube, square pyramid, and rectangular prism).

This worksheet does not adequately address the requirements of the SOL


The evidence is incomplete and exhibits lapses in accuracy.


Without an explanation of the object and purpose of this activity the evidence cannot contribute to the score


Effective concept

Labeling Technique

Score - 0 Score - 4

Although both teachers scored the worksheets as 100%, teacher’s score on the left is incorrect.

Improperly Graded Work

4.1-a) The student will identify (orally and in writing) the place value for each digit in a whole number expressed through millions;

Integration of Technology

Video Clip

Script

Directions

Improvement Possibilities:

Add Anecdotal record

Shorten video clip

Identify target student

Preview clip for quality

Rubric

SOL 8.2 The student will describe orally and in writing the relationship between the subsets of the real numbers system.

Low Tech Work Sample

Mislabeled Evidence

“I don’t have time to teach anymore because I have to give the VGLA”

- Classroom Teacher

Assessment in the Differentiated Classroom Ongoing Instruction-dependent Student-dependent Informative for continued

instruction

Adapted from the Access Center Enhancing Your Instruction Through Differentiation professional development module

What Is Differentiation?

A teacher’s response to learner needs

The recognition of students’ varying

background knowledge and preferences

Instruction that appeals to students’

differences

Select slides adapted from the Access Center Enhancing Your Instruction Through Differentiation professional development module

Why Differentiate?

All kids are different.

One size does not fit all.

Differentiation provides all students with greater access to all of the curriculum.

Select slides adapted from the Access Center Enhancing Your Instruction Through Differentiation professional development module

Content Process Product

According to Students’

Readiness InterestLearningProfile

Teachers Can Differentiate

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999).

Differentiated Instruction Strategies

Choice Boards

Tiered Activities

Learning Contracts


Adapted from Dan Mulligan, Simply Achieve, Inc.

Interpersonal Logical/Mathematical Visual/Spatial

Naturalist Intrapersonal

Body/Kinesthetic Musical/Rhythmic Verbal/Linguistic

Howard Gardner’s Multiple Intelligences

Musical/Rhythmic

Sing it

Create a beat

Rap it

Make a cheer

Create a jingle

Hum it

Identify sounds

React to sounds

Listen to sounds

Connect to music

Write a poem

Verbal/Linguistic

Read it

Spell it

Write it

Listen to it

Tell it

Recall it

Use “you” words

Apply it

Chunk information

Say it

Use mnemonics

Logical/Mathematical

Make a pattern

Chart it

Sequence it

Create a mnemonic

Analyze it

Think abstractly

Think critically

Use numbers

Prove it

Interpret the data

Use the statistics

Visual/Spatial

Mind maps

Graphic organizers

Video

Color code

Highlight

Shape a word

Interpret a graphic

Read a chart

Study illustrations

Make a chart

Create a poster

Body/Kinesthetic

Role play

Walkabout

Dance

Lip sync

Skits/charades/mimes

Construction

Math manipulative

Sign language

Sports

Activity centers

Body language

Intrapersonal

Use self-talk

Work independently

Solve in your own way

Understand self

Journal it

Rehearse it

Use prior knowledge

Connect it

Have ownership

Interpersonal

Think-Pair-Share

Jigsaw

Cooperative grouping

Drama

Debates

Class meetings

Role play

Meeting of minds

Peer counseling

Tutors/buddies

Giving feedback

Shared Journals

Naturalist

Label it

Categorize it

Identify it

Form a hypothesis

Do an experiment

Adapt it

Construct it

Classify it

Investigate it

Discern patterns

Dan Mulligan, Simply Achieve, Inc.



Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort and Providing Recognition

Homework and Practice Nonlinguistic Representations

Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Research Based Strategies (Marzano, R.J, Pickering, D.J., & Pollock, J.E., 2001)

InspirationExcelPhoto Story / iPhotoPowerPoint

WordSmartBoardWeb PagesWikis/BlogsAudio/Video CreationInspiration

Software (Practice)Wikis/BlogsMulti-Step ProjectsRubrics

Online ResourcesWikis/Blogs

Video/Audio CreationPhoto Story / iPhotoPaint / Art ProgramsInspirationPowerPointCreating Web Sites

Wikis/BlogsVideo ProjectsWeb PagesWeb Cams

Multi-Step ProjectsWikis/BlogsWord

InspirationPowerPointScience ProbesOnline Experiments

Video/AudioWeb CamsSmartBoardInspirationWord

Technology Applications

THINK-TAC-TOEBook Report

Draw a picture of the main

character.

Perform a play that shows the conclusion of a

story.

Write a song about one of the

main events.

Write a poem about two main

events in the story.

Make a poster that shows the

order of events in the story.

Dress up as your favorite character

and perform a speech telling who you are.

Create a Venn diagram

comparing and contrasting the introduction to

the closing.

Write two paragraphs

about the main character.

Write two paragraphs

about the setting.


1. Describe it. (What does it look like?)2. Compare it. (What is it similar or different from?)3. Associate it. (What does it make you think of?)4. Analyze it. (What is it composed of?)5. Apply it. (What can you do with it or how is it used?)6. Argue for or against it. (Take a stand.)

CUBING


Entrée (Select One) Draw a picture that shows what happens during photosynthesis. Write two paragraphs about what happens during photosynthesis. Create a rap that explains what happens during photosynthesis.

Diner Menu – Photosynthesis

Appetizer (Everyone Shares) Write the chemical equation for photosynthesis.

Side Dishes (Select at Least Two) Define respiration, in writing. Compare photosynthesis to respiration using a Venn Diagram. Write a journal entry from the point of view of a green plant. With a partner, create and perform a skit that shows the differences between photosynthesis and respiration.

Dessert (Optional) Create a test to assess the teacher’s knowledge of photosynthesis.


Beginning Intermediate Advanced

Outcome/Objective

Students will determine a topic and will write a five-sentence paragraph with a main idea, three supporting sentences, and a concluding sentence.

Students will determine a topic, state a point of view, and write two paragraphs defending that point of view.

Students will determine a topic, state a point of view, and write an essay of at least five paragraphs that uses multiple sources to defend that point of view.

Instruction/Activity

Students will receive a model of a five-sentence paragraph and explicit instruction in constructing the paragraph.As a prewriting activity, students will list their topic and develop a list of at least three things that support their topic.

Students will receive a model of a persuasive essay and a graphic organizer that explains the construction of a persuasive essay. Students will also receive explicit instruction in writing a persuasive essay.As a prewriting activity, students will use the graphic organizer to plan their writing.

Students will review the graphic organizer for a persuasive essay. Students will be given explicit instruction in locating sources and quotes for their essays. As a prewriting activity, students will use the graphic organizer to organize their essay. Students will also compile a list of five sources that defend their main point.

Assessment Students will be able to write a five-sentence paragraph that successfully states and supports a main idea. The paragraph will meet the criteria on the state writing rubric.

Students will be able to state a point of view and successfully defend the idea using two paragraphs that defend the point of view using main ideas and supporting details. The paragraphs will meet the criteria on the state writing rubric.

Students will be able to write a five-paragraph essay that states a point of view, defends the point of view, and uses resources to support the point of view. The essay will meet the criteria on the state writing rubric.

Tiered Activity – Writing a Persuasive Essay


I will read: I will look at and listen to: I will write:

I will draw: I will need:

Here’s how I will share what I know:

My question or topic is:

I will finish by this date:

To find out about my question or topic…

Learning Contract #1Name _______________________


Learning Contract #2 To demonstrate what I have learned about ___________________________, I want to:

Write a report Put on a demonstration Set up an experiment Develop a computer presentation Build a model

Design a mural Write a song Make a movie Create a graphic organizer or diagram Other

This will be a good way to demonstrate understanding of this concept because _________________________________________________________________________

To do this project, I will need help with _____________________________________________________________________________________________________________________________________________________________________________

My Action Plan is______________________________________________________

The criteria/rubric which will be used to assess my final product is ___________________________________________________________________________________

My project will be completed by this date ______________________________ Student signature: _________________________________ Date ___/___/___

Teacher signature: _________________________________ Date ___/___/___


Tips for Implementing Differentiated Instruction: Your Classroom Start slowly Keep student files Rearrange the classroom Use student portfolios Use a clipboard Incorporate technology


Resources http://www.doe.virginia.gov/

http://www.ttaconline.org/

http://www.k8accesscenter.org/index.php

http://www.free.ed.gov/index.cfm

http://www.wright.edu/%7Ecarole.endres/learnstyles.htm

http://jeffcoweb.jeffco.k12.co.us/high/wotc/confli3.htm

http://www.cast.org/publications/ncac/ncac_diffinstruc.html

http://www.allkindsofminds.org/

http://www.help4teachers.com/index.htm

http://rubistar.4teachers.org/index.php

http://www.teachersfirst.com/di.cfm

http://www.pacificnet.net/~mandel

http://www.teachers.net/

http://www.simplyachieve.com/

The resources listed above are provided as a convenience to readers. Inclusion on this list is not an endorsement of the resources listed or the contents therein. Readers are encouraged to select strategies and methods based on research with appropriate supporting evidence.

Documents

So You’re Doing the VGLA: Presenting a strong collection of evidence Virginia Council of Administrators of Special Education