Transcript Document

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).
Affidavit
Revised Affidavit of Student
Performance includes multiple
signature lines for:

Special Education
Teacher

Course Content Teacher

Building Administrator/
Designee

Other
Student Evidence Identification (SEI) Tag
Content Area submitted
Standard of Learning
defended
Bullet of SOL defended
(if applicable)
STUDENT EVIDENCE IDENTIFICATION (SEI) TAG
VGLA
VSEP
Content Area: Mathematics
SOL: 8.14
Bullet: b
Inferred:
Demonstrated:
Check one or both
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)
Evidence
A 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

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 submitted must include everything in the stem as
well as all of the bullets.
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.
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,
VGLA/VSEP DIS
Portuguese, and English explorations.
RC 1
Content Area: History
SOL: US1.4
Bullet: a
Inferred:
Demonstrated: X
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)
VGLA/VSEP DIS
that led to cooperation and conflict.
Content Area: History
RC 1
SOL: US1.4
Bullet: b
Inferred:
Demonstrated: X
USI.4c
The student will demonstrate knowledge of European exploration in North
America and West Africa by identifying the location and describing the
characteristics of West African societies (Ghana, Mali, and Songhai)
VGLA/VSEP DIS
and their interactions with traders.
RC 5
Content Area: History
SOL: US1.4
Bullet: c
Inferred:
Demonstrated: X
Possible evidence to demonstrate proficiency of USI.4 A & USI.4 B
USI.4 A – create a chart
USI.4 B – submit a video tape interview (with script)
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
VGLA Collection of Evidence (COE)
Coversheet
Optional
VGLA Collection of Evidence (COE)
Coversheet
Required Components
Optional Components
Score Point - 1
5.16 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
Score Point - 2
5.16 The student will identify, compare, and analyze properties of
three-dimensional (solid) geometric shapes (cylinder, cone, cube,
square pyramid, and rectangular prism).
The evidence is
incomplete and
exhibits lapses in
accuracy.
Score Point - 3
5.16 The student will identify, compare, and analyze properties of
three-dimensional (solid) geometric shapes (cylinder, cone, cube,
square pyramid, and rectangular prism).
Without an explanation of
the object and purpose of
this activity the evidence
cannot contribute to the
score
Score Point - 4
5.16 The student will identify, compare, and analyze properties of
three-dimensional (solid) geometric shapes (cylinder, cone, cube,
square pyramid, and rectangular prism).
Labeling Technique
Effective concept
Improperly Graded Work
Although both teachers scored the worksheets as 100%, teacher’s
score on the left is incorrect.
Score - 0
Score - 4
Integration of Technology
4.1-a) The student will
identify (orally and in writing)
the place value for each digit
in a whole number
expressed through millions;
Video Clip
Improvement Possibilities:
Rubric
Script
Directions

Add Anecdotal record
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Shorten video clip

Identify target student

Preview clip for quality
Low Tech Work Sample
SOL 8.2 The student will describe orally and in writing the relationship
between the subsets of the real numbers system.
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
Teachers Can Differentiate
Content
Process
Product
According to Students’
Readiness
Interest
Learning
Profile
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 the Access Center Enhancing Your Instruction Through Differentiation professional development module
Howard Gardner’s Multiple Intelligences
Interpersonal
Logical/Mathematical
Naturalist
Body/Kinesthetic
Visual/Spatial
Intrapersonal
Musical/Rhythmic
Verbal/Linguistic
Adapted from Dan Mulligan, Simply Achieve, Inc.
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
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
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
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.
Dan Mulligan, Simply Achieve, Inc.
Dan Mulligan, Simply Achieve, Inc.
Research Based Strategies (Marzano, R.J, Pickering,
D.J., & Pollock, J.E., 2001)
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
Technology Applications
Inspiration
Word
Excel
SmartBoard
Photo
Story / iPhoto
PowerPoint
Web
Online
Resources
Wikis/Blogs
Video/Audio
Creation
Photo Story / iPhoto
Paint / Art Programs
Inspiration
PowerPoint
Creating Web Sites
Wikis/Blogs
Multi-Step
Inspiration
Video/Audio
PowerPoint
Web
Projects
Wikis/Blogs
Word
Pages
Wikis/Blogs
Audio/Video Creation
Inspiration
Science
Probes
Online Experiments
Software
(Practice)
Wikis/Blogs
Multi-Step Projects
Rubrics
Video
Projects
Web Pages
Web Cams
Cams
SmartBoard
Inspiration
Word
THINK-TAC-TOE
Book Report
Draw a picture of
the main
character.
Write a poem
about two main
events in the
story.
Create a Venn
diagram
comparing and
contrasting the
introduction to
the closing.
Perform a play
that shows the
conclusion of a
story.
Write a song
about one of the
main events.
Make a poster
Dress up as your
that shows the favorite character
order of events in
and perform a
the story.
speech telling
who you are.
Write two
paragraphs
about the main
character.
Write two
paragraphs
about the setting.
Adapted from the Access Center Enhancing Your Instruction Through Differentiation professional development module
CUBING
1.
2.
3.
4.
5.
6.
Describe it. (What does it look like?)
Compare it. (What is it similar or different from?)
Associate it. (What does it make you think of?)
Analyze it. (What is it composed of?)
Apply it. (What can you do with it or how is it used?)
Argue for or against it. (Take a stand.)
Dan Mulligan, Simply Achieve, Inc.
Diner Menu – Photosynthesis
Appetizer (Everyone Shares)

Write the chemical equation for photosynthesis.
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.

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.
Adapted from the Access Center Enhancing Your Instruction Through Differentiation professional development module
Tiered Activity – Writing a Persuasive Essay
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.
Adapted from the Access Center Enhancing Your Instruction Through Differentiation professional development module
Learning Contract #1
Name _______________________
My question or topic is:
To find out about my question or topic…
I will read:
I will look at and listen to:
I will draw:
I will write:
I will need:
Here’s how I will share what I know:
I will finish by this date:
Adapted from the Access Center Enhancing Your Instruction Through Differentiation professional development module
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 ___/___/___
Adapted from the Access Center Enhancing Your Instruction Through Differentiation professional development module
Tips for Implementing Differentiated
Instruction: Your Classroom
Start slowly
 Keep student files
 Rearrange the classroom
 Use student portfolios
 Use a clipboard
 Incorporate technology

Adapted from the Access Center Enhancing Your Instruction Through Differentiation professional development module
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.