Virginia Substitute Evaluation Program (VSEP): Evidence

Unlocking Possibilities

Evidence…

MUST be student generated. MUST be completed in the presence of the

teacher and/or paraprofessional. NO use of group projects and/or activities,

unless the role/contribution of the focus student is clearly identified and presented within the evidence.

Evidence

Signed Affidavit confirming that the teacher did not:– Fabricate, alter, or modify student work

samples, products, or data,– Describe student behaviors that provide a

negative image of the student, or– Provide any accommodation/assistive device

that is not a regular part of the student’s daily instruction.

Types of Evidence

Work Samples Audio Video Anecdotal Record Interview Photograph Charts/Graphs

Work Samples

Should demonstrate knowledge and/or skills related to the referenced SOL.

Worksheets, tests, quizzes, writing samples, drawings, etc.

Work samples should evidence a level of individual achievement related to the referenced SOL.

Work Sample Example

Audio Audio must contain clips/segments of the focus

student. Although questions and generic prompting is

allowed, audio submissions should reflect individual student achievement of the referenced SOL.

Audio containing more than one voice should clearly indicate the audio parts or portions of the focus student.

Audio describing a student’s skill should be submitted in another format (anecdotal record).

Audio SampleThis segment may provide partial evidence of:VS.8 The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by identifying the effects of segregation and “Jim Crow” on life in Virginia;

Video

Video must contain evidence of the student demonstrating, explaining, or responding to questions pertaining to the referenced SOL.

Video of more than one student should clearly identify the focus student.

If video contains an interview format, the video should be of the focus student responding to interview questions.

Video6.7 The student will investigate and understand the natural processes and human interactions that affect watershed systems. Key concepts include d) wetlands;

Anecdotal Record

The teacher/paraprofessional may make an anecdotal record of an individual student’s achievement of a skill or knowledge.

The anecdotal record should contain descriptions of the observed skill and/or knowledge.

Should contain “matter of fact” language and not reflect a judgment of skill level (i.e. “Susie was able to mix the solutions together very well.”

Anecdotal Record Example

12/5/2004 Anecdotal Record of 3rd Grade History Walk-about Student Name: John Smith SOL 3.7 The student will explain how producers use natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings) to produce goods and services for consumers. 9:20 am. The entire third grade history group went outside to walk behind the school to identify resources as natural, human, or capital. John was excited about being outside and had trouble staying with the group. John was working with a peer student in walking towards the baseball field. I asked John, "What type of resource is the corn field behind the baseball diamond?" John responded, "The corn field is a natural resource cause it has dirt and water underneath it." I continued, "How do you know there is water underneath the corn field?" John replied, "Cause stuff, corn, is growing in it." I asked John another question, "What about the school buses on the side of the building, what type of resource are the school buses?" John said, "It's a bus. A machine." I asked John, "What type of resource is a machine?" John stated, "Capital" I asked John, "Why?" John stated, "Cause you can do things with it. Make kids go home. Run it." I asked John, "Am I a resource?" John laughed and said, " You are a human being resource."

Interview

Can be administered by the teacher and/or paraprofessional.

Should follow a question and answer format.

Interview sheets should contain verbatim exchanges between the focus student and interviewer.

Interview ExampleVirginia Grade Level Alternative Interview 10/16/04 Student: John Smith Interviewer: Mrs. Smarty 5.4 The student will read fiction and nonfiction with fluency and accuracy.

a) Use context to clarify meaning of unfamiliar words. b) Use knowledge of root words, prefixes, and suffixes. c) Use dictionary, glossary, thesaurus, and other word-reference materials.

Question 1: What was the name of the story we just read? John: "It was called Inventors and Inventions" Question 2: Did you like this book? John: "Yes, because I am an inventor and making new stuff all the time. I have made stuff that will make me a bunch of money." Question 3: Did you remember any of the new words you found in this book? John: "Yes, we put them in my word book. I can read some of them okay? Do you want me to read from my book?" Response: "That's okay, John. I want to know how you figured out what your new words meant. Can you tell me what you did?" John: " Well, I looked in my book, then we looked in the dictionary." Question: What was a new word for you? What was one of the words you put into your word book? John: "contraption." Question: Did you see anything in the Inventors and Inventions book that helped you understand your new word, contraption? John: " Yes, the other words were about things. A gadget. A gadget is like a thing, something like a knob or something. So a contraption is like a gadget. Question: So, how would you define the word contraption? John: "Yes, it's like a gadget or thing or something. You know, like something new that does something it didn't before. You could mess with it or something and it would be a gadget, or a contraption."

Photograph

Should clearly show a student’s work product or process.

Clearly labeled. Focus student should be clearly identified. Should be captioned to describe the

knowledge or skill being demonstrated and any other needed information.

Photograph Example

Charts/Graphs

Should reflect student skills and/or knowledge and may be generated by the teacher and/or student.

A chart or graph that simply indicates a student's level of progress on a specific skill may not provide enough information.

Should demonstrate clear evidence of individual achievement of the SOL referenced.

Charts/Graphs

General Considerations

Evidence submitted must demonstrate knowledge and/or skill in the SOL addressed.

Many SOL from various grades or specific content areas may be evidenced by one submitted work sample.– Example: A student’s experiment on video may

demonstrate understanding of scientific investigation and concepts involved in the actual experiment.

General Considerations

The VSEP gives the student the ability to demonstrate what he or she knows through a non-traditional means.

This does not mean that the student does not have to “know” the material.

It simply means that the student is able to prove that he or she knows the content through products and/or work samples demonstrating his or her understanding or skills.

General Considerations

Should a student not have evidence for one or more standards contained in the blueprint, the student may simply indicate that no evidence is being submitted for that particular standard of learning.

Evidence should demonstrate the full and complete knowledge and/or skills attained by the student in the SOL addressed.

General Considerations

Exclusion of too many SOL within the evidence submitted would result in a score of Fail/Does Not Meet based on the scoring rubric.