Procedures for Participation of Students with Disabilities in Virginia’s Accountability System

A Guide for Educators and Parents

Virginia Department of Education Updated April 2010

Table of Contents I II
Definition of Students with Disabilities ………………………………………….. Description of Assessment Program
A. Standards of Learning (SOL) Program ………………………………………..
B. Virginia Grade Level Alternative (VGLA) ……………………………………
C. Virginia Substitute Evaluation Program (VSEP) ……………………………..
D. Virginia Alternate Assessment Program (VAAP) …………………………….
APPENDIX………………………………………………………………………..

Virginia Department of Education Procedures for Participation of Students with Disabilities in Virginia’s Accountability System
This document provides information about the participation of students with disabilities in the assessment component of Virginia’s Accountability System. Students with disabilities may participate through the Standards of Learning (SOL) assessments, the Virginia Grade Level Alternative (VGLA), the Virginia Substitute Evaluation Program (VSEP), or the Virginia Alternate Assessment Program (VAAP). Included in this document are guidelines for determining how students with disabilities participate in the Virginia Assessment Program, procedures for providing testing accommodations, and documentation requirements.

I.

Definition of Students with Disabilities

Students with disabilities in the Commonwealth of Virginia include identified students under the Individuals with Disabilities Education Improvement Act of 2004 [IDEA ‘04] P. L. 108446 and under Section 504 of the Rehabilitation Act (1973), as amended.

II.

Description of Assessment Programs

A. Standards of Learning (SOL) Program The SOL in the areas of English, mathematics, science, history/social science are intended to set reasonable targets and expectations for what teachers are expected to teach and students are expected to learn. The purposes of the SOL assessments at grades 3 through 8 and high school are to inform parents and teachers about what students are learning in relation to the SOL and to hold schools accountable for teaching the SOL content. B. Virginia Grade Level Alternative (VGLA) The purpose of the VGLA is to provide students with disabilities the opportunity to participate in state assessments when their disabilities, even with accommodations, prevent them from accessing the SOL content area assessments due to the multiple choice format. The VGLA is available for students in grades 3 through 8 as a grade level alternative assessment for SOL testing. Students with an identified disability eligible under IDEA 2004 or Section 504 who meet the VGLA guidelines for participation may be assessed through the VGLA. Students who are eligible to participate in the VGLA will be required to demonstrate individual achievement of grade level content as presented in the SOL test blueprints. Students will compile a collection of work samples, called a Collection of Evidence (COE), to demonstrate performance on all on-grade level SOL. Decisions about participation in VGLA are made on a test-by-test and individual basis.

C. Virginia Substitute Evaluation Program (VSEP) The purpose of the VSEP is to provide students whose disabilities prevent them from accessing the SOL test(s) in a content area, even with accommodations, with the opportunity to participate in state assessments. The VSEP is available for students as a grade level alternative assessment for SOL end-of-course tests and/or certification for literacy and/or numeracy for the Modified Standard Diploma. Students who are eligible to participate in the VSEP will be required to demonstrate individual achievement in course content standards as presented in the SOL test blueprints for the academic content areas in which they are being assessed. Only students with an identified disability eligible under IDEA or Section 504, who meet the VSEP guidelines for participation may be assessed through the VSEP. Students will compile a collection of work samples, called a Course Work Compilation (CWC), to demonstrate performance all SOLs in which they have received instruction. Decisions about participation in VSEP are made on a test-by-test and individual basis. D. Virginia Alternate Assessment Program (VAAP) The purpose of the VAAP is to evaluate the performance of students with significant cognitive disabilities. The VAAP is available to students in grades 3 through 8 and grade 11 who are working on academic standards that have been reduced in complexity and depth. Only students with significant cognitive disabilities who are eligible under IDEA 2004 and who meet the VAAP guidelines for participation may be assessed through the VAAP. Students will compile a collection of work samples, called a Collection of Evidence (COE) to demonstrate achievement on the Aligned Standards of Learning (ASOL).Students who participate in the VAAP participate in all content areas; participation decisions are made on an individual basis.

III.

Who Should Be Tested

It is the intent of the Commonwealth of Virginia to include all students with disabilities in the assessment component of Virginia’s accountability system. The federal regulations under Section 504 of the Rehabilitation Act and state regulations under the Virginians with Disabilities Act, Section 51.5-40 et seq. of the Code of Virginia, require that individuals with disabilities be given equal opportunity to participate in and benefit from the policies and procedures customarily granted to all individuals. IDEA 2004 regulations require that all students with disabilities participate in the state’s accountability system. More specifically, students with disabilities are expected to participate in all content area assessments that are available to students without disabilities.

IV.

Determination of How Students with Disabilities Participate in Virginia’s Accountability System

All students with disabilities in grades 3 through 8 and high school will participate in Virginia’s Accountability System. Students with disabilities will participate in the SOL assessments either with or without accommodations or in VGLA, VSEP, or VAAP. For all students with disabilities identified under IDEA 2004, the IEP Team determines how the 4

student will participate in the accountability system. For students identified under Section 504 of the Rehabilitation Act of 1973, the 504 Committee determines how the student will participate. Generally decisions about how a student with a disability will be tested should be made independently for each content area. When determining participation in Virginia’s Accountability System, all students with disabilities first must be considered for participation in the SOL assessments. A student’s IEP or 504 Plan must specify the student’s participation in the state accountability system as follows: • • • • participation in the SOL test with no accommodations;1 participation in the SOL test with accommodations; participation in the VGLA or VSEP; participation in VAAP;

If the IEP Team determines that the student must participate in the VGLA, VSEP or VAAP instead of the SOL test a statement that addresses the following must be included in the IEP. • • • Why the student cannot participate in the regular assessment; Why the particular assessment selected is appropriate for the student, including that the child meets the criteria for the alternate assessment; and How the child’s participation in VGLA, VSEP, or VAAP will impact the child’s promotion, graduation with a modified standard, standard, or advanced studies diploma; or other matters.

V.

Role of the Individualized Education Program (IEP) Team
(For students identified under the Individuals with Disabilities Education Improvement Act)

For all students with disabilities identified under IDEA 2004, the IEP is the plan to ensure that they receive an appropriate education. The IEP process also ensures that each student's parent(s)2 or surrogate parent(s) is an active participant of the IEP Team. The IEP Team makes decisions about participation in each of the assessments and the need for and selection of accommodations. These decisions should be made during the IEP Team meeting that precedes the assessment administration. If the decisions about participation in Virginia’s accountability system are not reflected on the current IEP, an IEP meeting must be held to address and document these issues on the IEP prior to the test administration. The ramifications of these decisions made by the IEP Team must be clearly explained to and understood by the student’s parent(s) and the student, if appropriate. Additionally, the
The Board of Education has approved a number of substitute tests that students may take to earn verified credits towards graduation. The Board has also approved a schedule of career and technical examinations for licensure or certification that may be substituted for SOL tests to earn student-selected verified credits. See the Regulations Governing Special Education Programs for Children with Disabilities in Virginia for the definition of parent for a child with a disability. The parental rights transfer to the student when he/she reaches the age of majority (18 in Virginia) unless certain procedures specified in regulations have been followed.

parent(s) and student should be provided with an explanation of their procedural safeguards and due process rights.

VI. Role of the 504 Committee
(For students identified under Section 504 of the Rehabilitation Act of 19-3, as amended and do not have an IEP) Each school division is required to determine appropriate educational programs for all students with disabilities who qualify under Section 504 of the Rehabilitation Act of 1973, as amended, by convening a knowledgeable group to evaluate and determine program needs. Therefore, decisions about the participation in each of the assessments, the need for, and selection of accommodations are the responsibility of a 504 Committee. Each student's parent, legal guardian or surrogate parent must be a participant in these decisions. These decisions should be made during the 504 Committee meeting which precedes the assessment administration. If the decisions were not made at this time, an additional 504 Committee meeting must be held to address these issues prior to the test administration. The ramifications of the decision must be clearly explained to and understood by the student’s parent, legal guardian, or surrogate parent and the student, if appropriate.