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![Page 1: So You’re Doing the VGLA: Presenting a strong collection of evidence Virginia Council of Administrators of Special Education.](https://reader035.fdocuments.us/reader035/viewer/2022062314/56649e045503460f94af0e22/html5/thumbnails/1.jpg)
So You’re Doing the VGLA:
Presenting a strong collection of
evidence
Virginia Council of Administrators of Special Education
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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.
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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).
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AffidavitRevised Affidavit of StudentPerformance includes multiplesignature lines for:
Special Education Teacher
Course Content Teacher
Building Administrator/ Designee
Other
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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.
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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.
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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
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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.
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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
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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
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SOL Disaggregation
8.17 The student will create and solve problems, using proportions, formulas, and functions.
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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°.
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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.
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SOL Instructional Tracking Form
Optional
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SOL Instructional Tracking Form
The COE should be reviewed
throughout the school year
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VGLA COE Organizer
Optional
1 of 18
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VGLA Collection of Evidence (COE) Coversheet
Optional
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VGLA Collection of Evidence (COE) Coversheet
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Required Components
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Optional Components
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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
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Score Point - 25.16 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.
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Score Point - 35.16 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
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Score Point - 45.16 The student will identify, compare, and analyze properties of three-dimensional (solid) geometric shapes (cylinder, cone, cube, square pyramid, and rectangular prism).
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Effective concept
Labeling Technique
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Score - 0 Score - 4
Although both teachers scored the worksheets as 100%, teacher’s score on the left is incorrect.
Improperly Graded Work
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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
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Video Clip
Script
Directions
Improvement Possibilities:
Add Anecdotal record
Shorten video clip
Identify target student
Preview clip for quality
Rubric
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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
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Mislabeled Evidence
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“I don’t have time to teach anymore because I have to give the VGLA”
- Classroom Teacher
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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
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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
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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
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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).
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Differentiated Instruction Strategies
Choice Boards
Tiered Activities
Learning Contracts
Adapted from the Access Center Enhancing Your Instruction Through Differentiation professional development module
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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
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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.
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Dan Mulligan, Simply Achieve, Inc.
![Page 41: So You’re Doing the VGLA: Presenting a strong collection of evidence Virginia Council of Administrators of Special Education.](https://reader035.fdocuments.us/reader035/viewer/2022062314/56649e045503460f94af0e22/html5/thumbnails/41.jpg)
Dan Mulligan, Simply Achieve, Inc.
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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)
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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
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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.
Adapted from the Access Center Enhancing Your Instruction Through Differentiation professional development module
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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
Dan Mulligan, Simply Achieve, Inc.
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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.
Adapted from the Access Center Enhancing Your Instruction Through Differentiation professional development module
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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
Adapted from the Access Center Enhancing Your Instruction Through Differentiation professional development module
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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 _______________________
Adapted from the Access Center Enhancing Your Instruction Through Differentiation professional development module
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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
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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
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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.