I am very torn about VGLA. I do believe that SOL multiple choice tests are not the best indicator or mastery for all students, but I feel that VGLA has become a "sure pass" for students who may not pass otherwise. That's the question that I am asked by my administration - "will s/he pass the SOL?" If the answer is no, we go VGLA. I do not agree with this. Some students will not pass SOLs because they do not test well, or because they do not handle multiple choice well, or because they cannot handle the cumulative nature of the test, and they should have VGLA as a option. But SOME students don't pass because they have NOT MASTERED the standards. I believe that some students deserve to fail - through no fault of their teachers or the school. It seems like a lie for them to pass because their teacher is able to put together a passing notebook.

Secondly, VGLA is supposed to be GRADE LEVEL. SO many of my special education students are multiple grade levels behind! HOW ARE THEY DOING VGLA? I have 3rd grade students who are reading on K or 1st grade levels...THIS IS NOT GRADE LEVEL! I am SO tired of stressing myself with these notebooks because these particular students have been wrongly passed on year after year.

I HATE VGLA on the 3rd grade level because I am expected to prove mastery of K - 3rd grade SOLs. It's SO MUCH STUFF! My math notebooks are huge! I know we're allowed to "infer" some stuff, but why should I have to sift through and determine which lower grade SOLs are inferred by 3rd grade SOLs. Why doesn't the state just tell me which ones I REALLY need to prove!

If VGLA is done correctly - evidence was simply a collection of what was done in the classroom throughout the school year, and it was only used for the few students who would truly benefit from it, it is wonderful. I just think it's being abused. Many administrators are pushing it and making teachers feel like they don't have a choice. I feel that I don't have time to actually TEACH my students because I am so busy redoing work that they didn't prove mastery on in the first place. Also, many regular education teachers do not use things in the classroom that are good evidence. Either they're multiple choice or the students don't pass. I am CONSTANTLY having to recreate or redo things that were done in the regular classroom. Who has time to teach, and/or write and manage IEPs? Lastly, while I am working with small groups, my ED students begin to act up, and then I get pulled for social skills or behavior modification. I was told at the beginning of the school year that VGLA notebooks were a group effort, but seems to me, I am the only one working on them. What happened to my group? The only "assistance" I get is when I have to turn my collection in to be reviewed and then get told what is missing or needs fixing. Not that anyone helps me find or fix any of these said problems.

There are non-special ed students who also suffer from test anxiety or test better on non-multiple choice tests, or struggle with the cumulative nature of the SOLs, and they're expected to suck it up and take the test. If giving accommodations and modifications is supposed to level the playing field, why should sped students get another option. Doesn't seem fair to me.

Wow...didn't realize all this was pent up...sorry to vent!